B.A. (H) Applied Psychology

B.A. (H) Applied Psychology

School of Liberal Arts

Ambrien Ahmed

Typewritten text

Programme

Ambrien Ahmed

Typewritten text

B.A.(H) Applied Psychology

Ambrien Ahmed

Typewritten text

2018-19

Semester 1

Sl

.

N

o

Course Code Name of the Course Assessment

Pattern

L T P C IA MT

E

ET

E

1 BAPY 1008 Bio- Psychology 4 0 0 4 20 30 50

2 BAPY1002 Social Psychology 4 0 0 4 20 30 50

3 BAPY1003 Introduction to Psychology 4 0 0 4 20 30 50

4

CSCL1001 Computer Application

2

0

0

2 20 30 50

5

CSCL1002 Lab Computer Application

0

0

2

1 50 00 50

6

CENG1001 Communicative English- I

3

0

0

3 20 30 50

7

CENG1002 Lab Communicative English-I

0

0

2

1 50 00 50

8 SLFS1001 Foundation of Social Sciences

4

0

0

4 20 30 50

SLPF1001

Popular Fiction

4

0

0

4 20 30 50

Total 21 4 23

Semester II

Sl N o


Pattern

L T P C IA MT E

ET E

1 BAPY1009 Experimental Psychology 4 0 0 4 20 30 50

2 BAPY1010

Psychology of Motivation and

Leadership

4 0 0 4 20 30 50

3 BAPY 1007 Practicum A 0 0 6 3 50 0 50

4 CENG1003 Communicative English -1I 3 0 0 3 20 30 50

5 CENG1004 Lab Communicative English – II 0 0 2 1 50 00 50

6 SLIS1002 Introduction to Statistics

2

0

0

2 20 30 50

7 SLSP1002 Lab Statistical Packages

0

0

2

1 50 00 50

8 JAPA1003/FRE N1003/GREN10 03

Foreign Language -I – French/Japanese/German

3

0

0

3

20 30 50

9 SLCA1002 Indian Constitution and

Administration

4

0

0

4 20 30 50

SLIL1002 Indian Literature in Translation 4

0

0

4

20 30 50

Total 20

0

10

25

Semester III

Sl N o


Pattern

L T P C IA MT E

ET E

1 BAPY 2001 Life Span Development 4 0 0 4 20 30 50

2 BAPY 2002 Research Methods in Psychology

4

0

0

4 20 30 50

Semester Wise Distribution of Courses

3 BAPY 2003 Practicum B 0 0 6 3 50 00 50

4 BAPY2010 Statistics in Psychology 4 0 0 4 20 30 50

5 UHVE1001

Universal Human value and Ethics

2

0

0

2 20 30 50

6 FREN2001/GER

Foreign Lang. – 2

3

0

0

3

20 30 50 N2001/JAPA200

1

7 SLGD2001 SLGD2001

Gender and Development Studies 4 0 0 4 20 30 50

SLSC2001 Startups and Cashless Economy

8 SLPD2001 Personality Development &

Stress Management

4 0 0 4 20 30 50

SLFP2001 Indian Foreign Policy Total 25 6 28

Semester IV

Sl Course Code Name of the Course Assessment

N Pattern

o L T P C IA MT ET E E

1 BAPY 2004 Fundamentals of Cognitive Psychology

4

0

0

4 20 30 50

2 BAPY2007 Organizational behavior-1 4 0 0 4 20 30 50

BAPY2008

(Elective)

Abnormal and clinical

psychology

3 BAPY2005 Counselling Psychology

4 0 0 4 20 30 50

4 BAPY 2006 Practicum C 0 0 6 3 50 0 50

5

ENVS1001

Energy and Environmental

Science

3

0

0

3 20 30 50

6 SLSR2001 Social Relations

4

0

0

4 20 30 50

SLGE2001

Global Economic Issues

7 SLAP2001 Academic and Professional

Writing

4

0

0

4 20 30 50

SLGC2001 Globalisation and

Culture 23 6 26

Semester V


N Pattern


1 BAPY3010/ Human Resource Management / Therapeutic intervention (Elective)

4

0

0

4

20 30 50 BAPY3011

2 BAPY 3001 Personality and Self Development

4

0

0

4 20 30 50

3 BAPY3002/ Psychology of Gender/ Education Psychology (Elective)

4

0

0

4

20 30 50 BAPY3012

4 BAPY 3013 Communication Skills 4 0 0 4 20 30 50

5 BAPY3004 Practicum D 0 0 6 3 50 0 50

6 BAPY3014

System and schools of Indian Psychology

4

0

0

4 20 30 50

7 BAPY3033 MOOC Courses 0 0 0 3 50 50

Total 20 6 26

Semester VI


N Pattern


1 BAPY 3007 Psychological Assessment 4 0 0 4 20 30 50

2 BAPY3008 Leadership Training and Facilitation

4

0

0 4 20 30 50

3 BAPY 3009 Practicum based on intelligence test and performance battery

0

0

8 4 50 0 50

4 BAPY-9999 Major Graduate Thesis 0 2 0 8 50 0 50 Total 8 2 8 20

*The topic of graduate thesis/project for each student shall be decided during semester IV to enable

him/her to effectively utilize the summer vacations for field/library work. Two tutorial will be given

to the course for students for framing the major graduate thesis.

Total Credits-144

List of Electives

ELECTIVE GROUPS:

GENERIC ELECTIVE COURSES

GROUP 1

SLFS1001 Foundation of Social Sciences 4 0 0 0 4

SLPF1001

Popular Fiction 4 0 0 0 4

GROUP 2

SLCA1002 Indian Constitution and Administration 4 0 0 0 4

SLIL1002 Indian Literature in Translation 4 0 0 0 4

GROUP 3

SLGD2001

Gender and Development Studies

4

0

0 0

4

SLSC2001 Startups and Cashless Economy 4 0 0 0 4

GROUP 4

SLPD2001 Personality Development & Stress Management

4

0

0 0

4

SLFP2001 Indian Foreign Policy 4 0 0 0 4

GROUP 5

SLSR2001 Social Relations 4 0 0 0 4

SLGE2001

Global Economic Issues 4 0 0 0 4

GROUP 6

SLAP2001 Academic and Professional Writing 4 0 0 0 4

SLGC2001 Globalisation and Culture 4 0 0 0 4

Detailed Syllabus

SEM-I

Name of The Course Bio- Psychology

Course Code BAPY1008

Prerequisite Orientation and understanding of the basics in the discipline of Psychology.

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: This paper explains how human behaviour is also controlled by neurons, nervous

systems and hormonal secretion governed by nervous system. To understand the interaction between

human nervous system and human behavior.

Course Outcomes:

CO1 Increased understanding of Physiological processes of human behavior

CO2 Be aware of nature and methods of physiological psychology

CO3 Be able to understand nervous system, neuron and application of physiological psychology

CO4 Understand use for general, clinical field or for related professional use.

CO5 Learn the basics techniques/ skills and applications of Psychology in specific situation

CO6 Identify which parts of the brain are responsible for physiological processes related to

attention, behavior, cognition, emotion and memory.

Text Book (s)

• Klein, S. B., McCristian, C. & Thorne, B. M. (2007) SPECIFICATIONS OF BIOLOGICAL PSYCHOLOGY. Worth Pub.

• Carlson, N. R. (2012) Physiology of behaviour 11th Ed. Boston - Allyn & Bacon

• Pinel, J. P. J. (2013) BIO- PSYCHOLOGY. 9th Ed. Pearson Education

Reference Book (s)

• Chamberlain, L. and Broderick, A.J. (2007). The application of physiological observation methods to emotion research. Qualitative Market Research: An International Journal, 10 (2): 199-216.

• Rasch, B. & Born, J. (2013) About sleep’s role in memory. Physiological Reviews, Vol. 93, 681- 766.

Detailed outline of the course

Unit-1 Introduction

The origins and nature of physiological psychology, methods, degeneration techniques, lesion

techniques, chemical methods, stereotaxic surgery, micro-electrode studies, oscilloscope,

polygraph, scanning methods

Unit-2 Neurons

Structure of neurons, types & functions; neural conduction, Synaptic conduction

Unit-3 The structure and functioning of nervous system

Basic features of nervous system, CNS, ANS, PNS

Unit-4 Emotion and behaviour

Physiological correlates of emotion: The role of cortex in emotion, Emotion and endocrine glands

Continuous Assessment Pattern

Internal Assessment (IA)

Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Social Psychology


Prerequisite Understanding of basic Psychology and socialization processes.

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To facilitate an understanding of various social processes that regulate behaviour

and how societal patterns influence individual psychology.

Course Outcomes:

CO1 Understanding of Social Perception, attributional processes and impression formation

CO2 Group processes and its impact on individual behaviour and decision making

CO3 Understanding of other social factors that influence individual behaviour and preferences

CO4 Learn the basics techniques/ skills and applications of social psychology in specific situation.

CO5 Understanding use for general, or specific professional use.

CO6 Understanding situational factors and internal motivations underlying in the operation of various forms of social influence: conformity, compliance, and obedience.

Text Book (s)

• Baron, R.A., Byrne, D., Brancsombe N. R., & Bhardwaj, G. (2011). Social Psychology. 12thed. Pearson Education: New Delhi.

Reference Book (s)

• Misra, G. (1990). Applied Social Psychology in India: Sage Publications: New Delhi.

• Myers, D. G. (2010). Exploring Social Psychology. New York: McGraw Hill.

• Taylor, S.E; Peplau, L.A. & Sears, O. (2006). Social Psychology. (12th ed). Prentice Hall.


Unit-1 Introduction

Nature & scope of Social psychology, Social Perception and Attribution, Impression formation and management

Unit-2 Group Behaviour

Nature, types of groups, structure and formation of group, Social facilitation, Social loafing Group Decision making—Group Polarization, Group think; Cooperation vs. Competition

Unit-3 Attitude and Prejudice

Concept, nature and formation of attitudes, Attitude Change: Heider’s theory, Festinger’s theory, Prejudices—Nature and formation of prejudices, Reducing prejudice

Unit-4 Social Influence

Conformity , Compliance, Obedience, Altruism



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Introduction to Psychology


Prerequisite Understanding of basic Psychology.

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To familiarize students with fundamental psychological processes and their

applications.

Course Outcomes:

CO1 Understand the evolution of psychology and the major pioneers in the field

CO2 Identify the various approaches, fields, and subfields of psychology along with their major concepts and important figures

CO3 Know about the different processes of sensation, perception, memory, motivation and

emotion

CO4 Understanding of Learning process and its application

CO5 Understanding and application of different models of Intelligence.

CO6 Growth in overall personality as a factor to motivation and Leadership.

Text Book (s)

• Morgan, C. T., Weisz, R. J., King, R. A. & Schopler, J. INTRODUCTION TO PSYCHOLOGY. 7th Ed. (2001). Tata Mc Graw Hill Pub.

• Baron, R. A. (2002) PSYCHOLOGY, 5th Ed., Dorling Kindersley Pub.

• Fredrickson, B., Loftus, G. &Wagenaar. W. (2010) SPECIFICATIONS OF ATKINSON’S AND HILGARD’S PSYCHOLOGY: AN INTRODUCTION. 1st Ed., Cengage Publications.

Reference Book (s)

• Meyer, G. E. & Cicarelli, S. K. (2008) Specifications Of Psychology: South Asian Edition. Dorling Kindersley Pub.

• Parkins, R. 2012. Gender and emotional expressiveness: An analysis of prosodic features in emotional expression. Griffit working paper in pragmatics intercultural communication 5 (1), pp. 46-54.

• Jarris, P. (2012) Learning from everyday life, HSSRP, Vol. I, No. 1. 1-20


Unit-1 Introduction

Nature, scope and methods of psychology. Brief history of Psychology in India

Unit-2 Sensory and perceptual processes

Intelligence: nature and models of intelligence: Spearman, Cattell, Guilford, and Sternberg Creativity: Nature and factors, Emotional Intelligence

Unit-3 Learning

Classical and operant conditioning, Basic Processes- Generalization, Discrimination, Spontaneous recovery and Extinction, Transfer of learning, Cognitive learning, Observational Learning

Unit-4 Motivation and Emotion

Motivation: Nature, types, and theories: McDougal, Maslow, McClelland Emotions: Nature and theories: James- Lange, Cannon –Bard, Schachter –Singer,



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Programme :B. A (H) ENGLISH/Economics /A.Psychology/Political Science/ Sociology

Batch : 2017-2020

Semester : 1st

Course Title : Communicative English-I

Course Code : CENG 1001

Version :

Credits` : 4

1.0Course Description

Though, we take students of undergraduate courses to be proficient in English language, we have

been proved wrong time and again. The course presented here, is a skill based programme,

where we would try to improve all the four skills of the students i.e. LSRW (Listening, Speaking,

Reading and Writing). The quest is to improve their understanding and expression so that they are

able to do much better in their studies and life as a resultant.

2.0 Course Objectives:

1. To help the students understand and communicate in English as used in day to day

activities.

2. To help the students enhance their competence in the English language.

3.0 Course Outcomes

The students will get the required training in LSRW through the prescribed texts and would be:

1. Able to write simple and meaningful sentences with proper punctuation.

2. Able to understand words, in isolation and in context

3. Able to understand instructions, requests and class lectures.

4. Able to pronounce words correctly in everyday use

Prescribed Texts

1. Go, Kiss the world by Suborto Baghchi

2. Are You an Entrepreneur” by Victor Kim

3. “To Mother” by S. Usha.

5.1 Readings

1. Kaul.Asha. Effective Business Communication.PHI Learning Pvt. Ltd.New Delhi.2011.

2. Murphy, Essential English Grammar, CUP.

3. J S Nesfield, English Grammar: Composition and Usage

6.0 Pedagogy

The course will use the following pedagogical tools –

Lectures and discussions on concepts and issues

Interactive exercises

Assignments/quizzes/reviewing research papers

Time-line for assignment:

In-class written assignments

Individual projects/tasks, Group projects

At the discretion of faculty and as

specified in the course syllabus

7.0 Evaluation Scheme:

Continuous Evaluation (40 Marks)

Assignments, Witten Work 15

Presentation 05

Quizzes (2) 20

Centralized Evaluation (60 Marks)

CAT I & CAT II 20

Semester End Examinations 40

8.0 Detailed Outline of the Course:

Module

Topics

L T P C

Session 3 0 1 5

No Core Reading

Additional

Reference 1 – 4

I

Fundamentals of Communications, Phrase

TEX

T

Kaul.Asha.

and Clauses, Subject-Verb Agreement Effective Texts: Business

5-8

“Girls” by Mrinal Pande and “Hitting Communicatio Dowry for a Six ” by Kalpana Sharma n.PHI Learning

9-11

Pvt. Ltd.New

Topics Covered through the texts: Delhi.2011.

11 – 14

I

15-19

19-223

II

Non-Verbal Communication; Para

linguistics

Sentence; Adjective, Verb, Adverb

Text

Texts:

“Are You an Entrepreneur” by Victor Kim

and “To Mother” by S. Usha

Topics Covered through the texts:

Reading Comprehension

24 – 26

II

Note Making and Taking

Paragraph Development- Techniques and

Methods; Writing Paragraphs

Essay Writing

27 – 30

III

Prepositions, Voice

Texts:

“The Lost Word” by Esther Morgan and

31-33

III

Topics Covered through the texts:

34-35

III Reading Comprehension

Precis writing

“Go, Kiss the World

Programme B.A. (H) Applied Psychology

Batch 2018 - 2021

Semester 1

Course Title Computer Applications

Course Code CSCL1001

Version 1.01

Credits 2

1.0 Course Description

Consider this sentence: “Computers are everywhere.” Does it sound like an

overstatement? No matter how we perceive the impact of computers, the statement is

true. Computers are everywhere. In fact, we can find them in some pretty unlikely

places, including our car, our home appliances end even in some alarm clocks and

other electronic devices we use. In the past two decades, computers have reBAPYed

our lives at home, work or school. The vast majority of businesses now use

computerized equipment in some way and most companies are networked both

internally and externally. Employees who once had little use for technology now

interact with computers almost every minute of the workday. It therefore becomes

essential for all business graduates to understand how this machine works and more

importantly how to use it in their professional lives in the near future. The knowledge

and skills that one gains from the course should pay dividends in the future, as

computers become even more common at home and at work.

The course begins with a basic overview of fundamentals like the many types of

computers in use today and why people use them. As our knowledge grows we shall

realize that all computers are basically similar.

Like any machine, a computer is a collection of parts which are categorized according

to the work they do. We shall learn about these various families of computer

components and how these work together and allow us to interact with the system. We

shall discover the importance of software, without which a computer could do nothing.

We shall also realize that the user is an essential part of a complete computer system.

When PCs first appeared in businesses, programs were designed for a single user. As

computers spread throughout businesses, developers began offering complex software

designed for multiple users. Data communications- the electronic transfer of

information between computers- became a major focus of the computer industry. This

demand for networks has increased as businesses have realized the value of

networking. By interconnecting many individual networks into a massive single

network, people around the world can share information as though they were across

the hall from one another. The Internet is an example of one such network as is

possibly the single largest network in existence today.

We have seen that hardware alone does not do much of anything. The work that

hardware or operating system can do on its own is very limited. Application software

specially the office productivity suite shifts this focus from computer to humans. The

course shall focus on trying to teach some the basic functionalities of the most

commonly used productivity software in business for text and graphics, spreadsheets

and presentations.

2.0 Course Objectives

The objectives of the course are:

Facilitate a basic understanding of types of computers & their uses.

Provide a fundamental understanding of computer hardware, software and

components.

Familiarize the students with the computer networks and the internet.

Facilitate an understanding of the most commonly used business application

softwares.

3.0 Course Pre-requisite : None

4.0 Course Outcomes

At the end of the course, the students should be able to:

Describe how computers are used in various sectors of our society.

Identify the types of computers they see around them and understand the basic

functionalities of each one of them.

Understand the working of different components in a microcomputer and the role

played by each in the overall working of the machine.

Identify the benefits of using computer networks and what they are made up of.

Understand the reasons for creation of the Internet and the major services that one

can access using Internet.

Develop a basic familiarity for working with the most commonly used productivity suites

and apply these skills in business scenarios.

5.0 Prescribed Texts

[1]. Introduction to computers by Peter Norton, 2010, TMH Education

6.0 Additional References

[1]. James A. O’Brian, George M Marakas, Ramesh Behl, Management Information

Systems: McGraw-Hill, Ninth Edition.

[2]. Laudon & Laudon, Management Information System: Managing the Digital Firm,

Pearson Education, Eighth Edition

7.0 [3]. Information Technology for Management by Efraim Turban, Linda Volonino,

2010, Wiley

8.0 [4]. Microsoft Office Word 2007 by Deborah Hinkle, 2007, Mc-Graw Hill Higher

Education

9.0 [5]. Microsoft Office PowerPoint 2007: Visual Quick Tips by Paul Mcfedries,

2007, Wiley India Pvt. Ltd

10.0 Pedagogy

The course shall be taught as a mix of traditional classroom teaching for Module 1 to

Module 5 except Module 4 which will be taught in the computer Lab to provide hands

on exposure to use the basic application software for text editing and spreadsheet

The course requires an active participation by all the students so as to ensure that the

learning objectives for the course are met successfully.

11.0 Evaluation Scheme

Type Description Weight age

(Percentage)

Theory

Quiz (1 & 2) 20%

CAT 1 * (Written Exam 1.5 Hrs) 15%

CAT 2 (Written Exam 1.5 Hrs) 15%

End Term Exam (3 hours) 50%

Lab

Internal Assessment (Assignment & Project) 25%

Final Lab Exam 75%

*continuous Assessment Test

12.0 Detailed Outlines of the Course

SESSION WISE INSTRUCTION PLAN

L T P C

2 0 2 3

Session

No Module Topics

Core

Reading

Additional

Reference

1

Introduction to

Basics of

Computers

Applications of Computers in Business and

Economics

1 (Norton) 1 (Turban)

2 Computer organization, Components

3 Classification

4 Capabilities

5 Characteristics Limitations

6

Essential

Components of

computer

Hardware

CPU

2-5

(Norton)

2-3

(Turban)

7 Memory Hierarchy

8 Input devices: Voice speech devices, MICR,

OMR

9 Bar code reader

10 Output devices - Visual Display Unit,

printers, plotters

11 Storage Devices – Magnetic storage devices

12 Optical storage devices, Flash Memory

13

Essential

Components of

computer

Software

Software: Introduction; Types of

software with examples

6 (Norton) 4-5

(Turban)

14 Introduction to languages, compiler,

interpreter and assembler

15 Operating System: Definition,

Functions, Types and Classification

16 Elements of GUI based operating

system

Session

No Module Topics

Core

Reading

Additional

Reference

17

Computer

Networks

Overview of Computer Network

7-9

(Norton) 6 (Turban) 18

Types of computer networks (LAN, WAN and

MAN)

19 Network Topologies

20 Network Topologies

21

Components of computer networks (servers,

workstations, network interface cards, hub,

switches, cables, etc...)

22

Internet: Overview of Internet, Architecture

& Functioning of Internet, Basic services

over Internet like WWW, FTP, Telnet,

23 IP addresses, ISPs, URL, Domain names,

Web Browsers, Internet Protocols

24

Search engines, e-mail, Web browsing,

searching, downloading & uploading from

Internet

25-27

Foundation

of

Information

Systems

Real world information system

Components of Information System

Competing with Information Technology

Fundamentals of strategic advantage

Case (Class discussion) : JetBlue & the Veterans

1-2

(O’Brian) 1 (Laudon)

28

Working

with

Application

Software

Introduction to Productivity Application Software 10 (Norton) Class

Discussion

29-33

Introduction

to

Spreadsheets

Introduction to Microsoft Excel

Structure of an Excel File

Ranges and range Names

Entering numbers, text, dates and formulae

Relative and Absolute Referencing

User Comments

Walkenbach

34-40

Spreadsheet

Through

Examples

Wage Computation

Sales Commission plan comparison

Investment Analysis

Shipping costs

The NPV Question

Evaluation of job applicants

Department Of Computing Science & Engineering

Session-

Computer Application (CSCL1002) List of Experiments for the Lab

1. Write a procedure to create a resume.

2. Write a procedure to create a cover page of a project report.

3. Write a procedure to create a greeting card

4. Write a procedure to create personal letter.

5. Write a procedure to create company letter head.

6. Write a procedure to create simple news letter.

7. Write a procedure to create a mail merge letter.

8. Write a procedure to create a Macro and use it in an application

9. Introduction to basic DOS commands

a. Dir b. Md c. Copy d. Del e. Copy con

10. Write a procedure to create a slide show on any subject of your choice using

minimum five slides.

11. Write a procedure to create a simple presentation to list simple dos commands,

hardware, software.

12. Write a procedure to create slideshow in operating sound.

13. Write a procedure to create an animation using group, ungroup, order, textbox

image insert etc.

14. Write a procedure to create a worksheet with 4 columns, enter 10 records and

find the sum of all columns.

15. Write a procedure to create a report containing the pay details of the employee.

16. Write a procedure to create a student result sheet.

17. Write a procedure to create a simple bar chart to high light the sales of a

company for 3 different periods.

18. Write a procedure to create a worksheet importing data from database and

calculate sum of all the columns.

Group 1

Name of The Course Foundation of Social Sciences

Course Code SLFS1001

Prerequisite None

Co requisite none

Anti requisite none

L T P C

4 0 0 4

Course Objectives: This course focus on developing understanding, interest and

acquaintance with the nature and scope of important disciplines of social sciences

Course Outcomes

CO1 Develop understanding of social Sciences,humanities and liberal arts

CO2 Develop understanding of sociology, social anthropology and social work as a

separate branches.

CO3 Enable students to understand the role of individuals and states.

CO4 Understand the Indian and western philosophical perspectives

CO5 Understand significance of history and psychology

CO6 Examine the role leaders in the making of modern India.

Text Book (s)

. Berger, Peter, 1963, Invitation to Sociology, Hamondsworth: Penguin

Mukherjee Ramkrishna, 1979, Sociology Of Indian Sociology: Allied

Publishers

Giddens, A. (1999): Sociology. Cambridge: Polity Press

Politics by Andrew Heywood, Palgrave,1999

Banarjee, Abhijit and Duflo Esther (2011) Poor Economics: Rethinking

Poverty and the ways to End it,

-Introduction to Indian Philosophy: H P Sinha,1998

D. D. Kosambi: An Introduction to the Study of Indian History

.Introduction to Psychology,Cicerrali & Mayer, Oxford,1997

Reference Book (s)

Robertson, R Globalization: Social theory and global

culture.London:Sage.Publishers. 1992

Tomlinson, J. Globalization and Culture. Cambridge: Polity. 1999

John Storey, ed., Cultural Theory and Popular Culture: A Reader, Fourth

Edition. 2009

Orwell, George Orwell. Animal Farm: A Fairy Story. UK: Penguin UK,

1945

Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-

first Century. Farrar, Straus and Giroux, 2005

Unit-1 Introduction 10 hours

Social Sciences : Meaning, Definition, Nature and Scope, Liberal Arts and

Humanities as distinctive discipline

Sociology: Brief Introduction, Nature and Scope. Sociology as a science, Basic

Concepts, Society, Culture and Civilization, Social structure and Social system, Social

Inequalities & stratification and mobility, Social Change & Social Movements.

Unit-2 10 hours

Social Anthropology: Areas &Scope

Social Work: Methods of Social Work

The Profession, Social Welfare, Social Work Practice. Social Problems

Unit-3 10 hours

Political Science

Meaning , definition, scope and Significance of the Discipline.

Individual and State, Rights and Obedience in the State ,Justice , Power and Authority

Unit-4 10 hours

Central Concepts of Economics

Economics: Meaning, Definitions, Fundamental concepts of Economics

Introduction to Micro and Macro Economics, Introduction to Indian Economy

Features of Indian Economy, India’s economic interaction with world.

Understanding Indian economy in global perspective.

Unit-5 10 hours

Philosophy: Brief introduction to Indian and western philosophical school of thought.

Silent features and importance of Indian Philosophy. Meaning and Scope of History,

Development of Art & Architecture in Ancient and Medieval India. Role of

Leaders/Intellectuals of Modern India

Unit-6 10 hours

Psychology: Meaning, Definition, nature and Scope. Social Psychology, Clinical

Psychology, Psychology in organizational Behaviour


Internal Assessment

(IA)

Mid Term Test

(MTE)

End Term Test

(ETE)

Total Marks

20 30 50 100

Programme B.A. (Honours) Applied Psychology

Batch 2018 – 2021

Semester I

Course Title Popular Fiction

Course Code SLPF1001

Version 1.02

Credits 4

Course Description

The course attempts to study and analyze popular fiction critically. With

the close reading of the prescribed texts, the course will try to bridge the

inherent gap between canonized/classical texts and popular fiction.

Course Objectives

The objective of the course is to:

1. Acquire an understanding of the difference between

popular and canonical literature.

2. Understand the need and development of popular fiction.

3. Understand major literary trends/genres in popular fiction.

4. Acquire an understanding in analysing a text in its historical,

religious and social context

5. Enable the students to understand the contribution

of the writers in the development of major literary

genres

6. Understand various literary devices for a better critical analysis of a text

Course Pre-requisite

Understanding of the basics of English language and literature

Course Outcomes

On the successful completion of the course, the student would be able to:

7. Understand popular generic conventions

8. Understand the literary text in its social, political and cultural context

9. Critical evaluation and analysis of popular concepts of literature

10. To understand the growth, development and establishment

of different popular genres

11. Understand the contribution of writers in the development of popular

literature

12. Understand the nuances of literary language and changes in style

Prescribed Text:

Module 1: Harry Potter and the Sorcerer’s Stone

Module 2: Confessions of a Shopaholic/Bridget Jones’s Diary

Module 3: Select stories from Philip K. Dick

Module 4: The Murder on the Orient’s Express

Reading:

1. Selected Stories of Philip K. Dick By Philip K. Dick

Additional References

1. Popular fiction and social change By Christopher Pawling

2. Reading the Romance: Women, Patriarchy, and Popular

Literature By Janice A. Radway

3. Chick Lit and Postfeminism By Stephanie Harzewski

4. The Gentle Art of Murder: The Detective Fiction of Agatha Christie By Earl

F. Bargainnier

5. Children's Literature: A Reader's History, from Aesop to Harry Potter By Seth

Lerer

6. Science Fiction: Its Criticism and Teaching By Patrick Parrinder

7. Adventure, Mystery, and Romance: Formula Stories as Art and

Popular Culture By John G. Cawelti

Pedagogy

The pedagogical approach used in the course will be a combination

of lectures, chalk & talk, problem solving exercises, quizzes and

presentations.

Evaluation Scheme

Description Weight age

(Percentage)

Internal Assessment 20%

CAT 1 * 15%

CAT 2 15%



Detailed Outlines of Course


L T P J C

4 0 0 0 4

Session

No Module Topics

Core

Reading

Additional

Reference

1-10

I

Children’s Fiction- Harry Potter and the

Sorcerer’s Stone

11 – 20

II

Romance- Confessions of a

Shopaholic/Bridget Jones’s Diary

21 – 30 III Sci-fi- Select stories from Philip K. Dick

31 – 40 IV Mystery- The Murder on the Orient’s

Express

Detailed Syllabus

SEM-II

Name of The Course Experimental Psychology


Prerequisite Understanding of basic psychological processes.

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To familiarize students with fundamental psychological processes and their

applications

Course Outcomes:

CO1 Understand the basics concepts of Personality, approaches, traits and related tools and

theories

CO2 Understand basic concepts of emotions and motivation, its relevance in psychology and

its application CO3 Understand concept of memory and forgetting and its application in the real world.

CO4 Learn the basics of Psychophysics and its theories with its applications CO5 Apply experimental psychology for general, clinical field or for OB related professional

use. CO6 Build up capacity and prevail trust and confidence in the students of psychology so that

they can fit with the clinical and organizational work-settings. Text Book (s)

Morgan, C. T., Weisz, R. J., King, R. A. & Schopler, J. INTRODUCTION TO

PSYCHOLOGY. 7th Ed. (2001). Tata Mc Graw Hill Pub.

Baron, R. A. (2002) PSYCHOLOGY, 5th Ed., Dorling Kindersley Pub.

Fredrickson, B., Loftus, G. &Wagenaar. W. (2010) SPECIFICATIONS OF

ATKINSON’S AND HILGARD’S PSYCHOLOGY: AN INTRODUCTION. 1st Ed.,

Cengage Publications.

Gescheider G (1997). Psychophysics: the fundamentals. Somatosensory & Motor

Research. 14 (3rd ed.). pp. 181–8. ISBN 978-0-8058-2281-6. PMID 9402648.


Unit-1 Personality, Approaches, Issues and Controversies.

Concept, Nature and Definition of Personality: Eastern and Western Approach Dynamic Theory of Personality, Humanistic Theories: Personality as the Self, Issues and controversies.

Unit-2 Affective and emotional processes: Nature and components of emotions; Bodily changes and Emotions; Applications: Positive emotions and Well Being; Perspectives on motivation; types of motives

Unit-3 Memory & Forgetting

Memory: Models of memory: Levels of processing, Parallel Distributed Processing model, Information processing, Reconstructive nature of memory; Forgetting, Improving memory

Unit-4 Psychophysics, Theories and Applications

Psychophysics: Nature, Concept, Methods: Methods of Limits, Methods of Adjustments,

Methods of Constant Stimuli



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Psychology of motivation and leadership Course Code BAPY1010 Prerequisite None Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: Have the ability to think critically about motivation and its application to

personal experiences and the “real world.” and help in developing leadership and high motivation

at work place.

Course Outcomes:

CO1 Compare the application of different theoretical perspectives (e.g., biological, socio

cultural, cognitive) within the field of motivation and leadership. CO2 Critically analyze research that has been conducted in the field of psychology and

discuss the impact on various types of motivational processes CO3 Apply stress reduction techniques through an understanding of the physiological

processes of stress and how it affects behaviour.

CO4 Apply motivation theory to everyday settings (e.g., business, social interactions,

Education) CO5 Recognize and describe the role of leaders in business and other types of organizations.

CO6 Identify and add to his or her own repertory of effective leader behaviors, and to better

articulate a personal leadership development agenda

Text Book (s)

Petri, H., & Govern, J. (2013). Motivation: Theory, research and application (6th ed.).

Belmont, CA: Cengage Learning. (ISBN: 978-1-111-84109-6)

Singh,A.K.(2010)Motivation and stress: Advanse general psychology: Motilal

banarsidas, Patna

Prasad,L.M.(2000)Organigational behaviour,Sultan chand and sons.

Aamodt, M. G. (2001) Industrial Organizational Psychology. India:

Cengage Learning Greenberg, J. & Baron, R.A. (2007). Behaviour in Organizations (9th

Ed.). India:

Dorling Kindersley. Luthans, F. (2009). Organizational behavior. New Delhi: McGraw

Hill.

Reference Book (s)

Muchinsky, P.(2006). Psychology applied to work: An introduction to industrial and

organizational psychology. NC:

Hypergraphic Press. Pareek, U.(2010). Understanding organizational behaviour. Oxford:

Oxford University Press.

Prakash, A. (2011). Organizational behaviour in India: An indigenous perspective. In G.

Misra (Ed.), Handbook of Psychology. New Delhi: Oxford University Press.

Singh, K. (2010). Organizational Behaviour: Texts & Cases. India: Dorling Kindersley


Unit-1

Introduction-Basic motivational concept: Need, drive, incentive. motivational cycle. Types of motivation-Inborn and acquired motives. Approach to the study the motivation: Psychoanalytical, cognitive and humanistic approach.

Unit-2

Measurement of motives issues and technique -Projective technique, questionnaire method,

situational test, analysis of historical events. Group dynamics- concept, types and application.

Group Decision Making Unit-3

Basic Approaches to Leadership Defining Leadership, Trait Theories, Behavioural Theories,

Contingency Theories, Inspirational Approaches to Leadership, Challenges to Leadership Unit-4

Selection process; organizational training, performance appraisal, Work Motivation. causes

and consequences of conflicts; methods of conflict resolution



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Practicum A


Prerequisite Understanding of basic theoretical concepts.

Corequisite

Antirequisite

L T P C

0 0 6 3

Course Objectives: Gaining applied experience of theoretical concepts.

Course Outcomes:

CO1 Primary knowledge of how a research is designed

CO2 Conduct experiments and administer psychological scales to a subject

CO3 How the hypothesis is formulated and along with objectives

CO4 Make interpretations and draw conclusions based on the norms given in the manual

CO5 Write a report which reflects the details of the experiment/ test, the aim, applications, procedure of administration and subject results

CO6 Reading out to the meaningful conclusion and gaining applied experience of theoretical concepts

Text Book (s)

• As recommended by Faculty

Reference Book (s)

• As recommended

Unit-1

• Span of Attention /

• Mirror Drawing

Unit-2

• Muller Lyer Illusion/

• Zeigarnik Effect

Unit-3

• Serial Position effect /

• Sinha’s Anxiety Scale



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

50 NA 50 100

Programme : B.A. Hons)

Batch : 2017-2020

Semester : II

Course Title : COMMUNICATIVE ENGLISH II

Course Code : CENG1003

Version : 1.0.0

Credits : 3


This course is designed for undergraduate students to increase their level of proficiency

in English Language. This course, in combination with practical lab activities, is a skill

based program, where all four skills of LSRW (Listening, Speaking, Reading and Writing)

would be continuously enhanced. Through the study of various prescribed texts, students

would be able to enhance their vocabulary, reading skills, etc..

2.0 Course

Objectives:

The objective of the course is to:

1. To help the students understand and communicate in English as used in day to

day activities.

2. To help the students enhance their competence in the English language.

3.0 Course Pre-requisite –

Basic proficiency of English language.

4.0 Course Outcomes:


1. Able to write simple and meaningful sentences with proper punctuation.

2. Able to understand words, in isolation and in context

3. Able to understand instructions, requests and class lectures.

4. Able to pronounce words correctly in everyday use

Prescribed Text:

1. Virginia Woolf’s “Shakespeare’s Sister”

2. W. H. Auden’s “Unknown Citizen”

3. Shakespeare’s Sonnets

4. E. A. Poe’s “The Purloined Letter”

5. Shakespeare’s Hamlet

6. Charles Dickens’s A Christmas Carol

Additional References:

1.

8. Pedagogy:


1. Lectures and discussions on concepts and issues

2. Interactive exercises

3. Assignments/quizzes/reviewing research papers

Time-line for assignment:

In-class written assignments

Individual projects/tasks, Group

projects

At the discretion of faculty and as

specified in the course syllabus

9. Evaluation Scheme:

Continuous Evaluation (50%)

Assignments, Wit ten Work,

Presentation, Quizzes (2)

20%

CAT – 1 15%

CAT – 2 15%

Centralized Evaluation (50%)

End term exams 50%

10. Detailed Outline of the Course:

COMMUNICATIVE ENGLISH – II

L T P C

3 0 0 3

Session

Module

Topics

Core Reading Additional

No Reference

1 – 10

I

Introduction to the Course

Paragraph Writing

Précis Writing

1. Woolf

Virginia Woolf’s “Shakespeare’s

Sister” W. H. Auden’s “Unknown

Citizen”

2. Auden

10 – 20

II

Essay Writing

e-Writing 1. Shakespeare

Shakespeare’s Sonnet #130

E. A. Poe’s “The Purloined Letter”

2. Poe

20 – 30

III

Creative Writing

Official Communication

Shakespeare’s Hamlet (“To be or not to

1. Shakespeare

be” soliloquy)

Charles Dickens’s A Christmas Carol

2. Dickens

Programme U.G

Semester 1

Course Title Japanese -I

Course Code JAPA-1003

Version 1.00

Credits 3


This course aims to impart basic communicative and cultural skills to the learners .

Students will learn basic grammatical structures and vocabulary which will enable them

to comprehend and formulate basic sentences. Different aspects of history, culture and

politics of Japan will be introduced in the class so as to impart basic cultural competence

to the students. This will make them aware of the cultural nuances of the language.


1. This course attempts to give the students working knowledge of Japanese

Language with emphasis on communicative competence.

2. This course will impart all the four skill viz. reading, writing, listening and speaking.

3. Basic Japanese sentences will be introduced and practiced.

4. Sufficient vocabulary will be given to the students to converse in a given situation

such as, in a Coffee House, at the airport, in a restaurant and in the marketplace.

5. This course aims to give our students an interdisciplinary approach in order to

compete with the globalized world.

6. This course will expose the students to a new culture and promote respect for the

‘others’ and inculcate tolerance.


16.0 Course Outcomes

1. On completion of the course, the students will be able to speak simple sentences,

and read short sentences and, paragraphs.

2. They will be able to introduce themselves and speak briefly about their family

members, friends etc.

3. They will have a brief understanding of Japanese society and culture.


1. Shokyuu Nihongo, Japanese Language Center for International Students, Tokyo

University of Foreign Studies, Japan.

2. Minna-no Nihongo-1, 3A Corporation, Japan.

3. Nihongo Shoho, Japan Foundation, Japan.

4. Nihongo Kana nyuumon, Japan Foundation, Japan.

.


1. Random House Japanese-English Dictionary

2. Japanese for Busy people, Video CD, AJALT, Japan.

19.0 Pedagogy

The delivery of course will be a mix of class room instruction, role play and presentations

by students.


Weight age (Percentage)

Assignment & Quiz (1,2 &3) 20%

CAT 1 * 15%

CAT 2 15%


*Continuous Assessment Test

21.0 Detailed Outline of the Course


Japanese-I (JAPA-1003) L T P C

3 0 0 3

Sessio

n No Module Topics

Core

Reading

Additiona

l

Reference

1 – 4 1

Introduction to Japanese syllablary

,Vowels and Consonants

Hiragana, Katakana ,Pronunciation

,Writing practice

Japanese Numerals, Demonstrative

pronoun, Kore, Sore, Are and Dore (This,

That, That over there, which). Kono, sono,

Ano and Dono (this, that, over there, which)

Kochira, Sochira, Achira and Dochira (this

way....) Koko, Soko, Asoko and Doko (Here,

There….location) Greetings, Set phrases

Classification of verbs (be verb desu Present

tense),Parts of body (look and learn)

5-14 2

Basic sentence structure (SOV)

Be- verbs

Particles

15-23 3

Adjectives- I and Na

Classification of verbs,

(Present, Present negative and past

negative),Aru And Iru verbs for living

things and non-living

things.Classification of question words (

Doko, Dore, Dono, Dochira),

expressions of time (Jikan),Number of

hours

Vocabulary and its Meaning,Number of

months, calendar of a month,Audio tape

listening,Class tests

24-31 4

Interrogative words (Dare, Nani, , Itsu,

Doyatte, Doo,dooshite, Ikutsu, Ikura),

Classification of Te forms ,

Class tests

32-40 5

Words of degree,

Adverbs

Name of the things you carry (look and learn)

Relation words (look and learn)

,Visit a office and University,Positions and

Direction,Vocabulary and its Meaning

Audio tape listening,Revision,Test

Programme U.G

Semester II

Course Title German -I

Course Code GERN-1003

Version 1.00

Credits 3





politics of Germany will be introduced in the class so as to impart basic cultural

competence to the students. This will make them aware of the cultural nuances of the

language.


7. This course attempts to give the students working knowledge of German

Language with emphasis on communicative competence.

8. This course will impart all the four skills viz. reading, writing, listening and speaking.

9. Basic German sentences will be introduced and practiced.













6. They will have a brief understanding of German society and culture.


1.Tangram, Deutsch als Fremdsprache.Berlin: 2005,

.


Gick, Cornelia, Momentmal, Grundstufenlehrwerk Deutsch als Fremdsprache.M: 2003,

2. Maria Dallapiazza, Eduard von Jan, Til Schonherr.Tangram, Deutsch als

Fremdsprache.Berlin: 2005,

3. Netzwerk A1:2015

4. Langenscheidt.

28.0 Pedagogy


by students.




CAT 1 * 15%

CAT 2 15%





German-I (GERN-1003) L T P C

3 0 0 3

Sessio

n No Module Topics

1 – 4 1

Begrüssung / Greeting,

Sich vorstellen – Introduction

Interviewspiel mit Fragen und Antworten ,

Nummern/numbers

Monate, Wochentage/ Name of months, days

Information zu Lӓndern, Nationalitӓten und ihre

Sprachen/Name of countries, nationalities and

languages.

5-14 2

Farben/ colours

Familiebaum/ Family tree

W-fragen/ Questions

Uhrzeit/ Time telling

Gefallen und Missfallen ӓuβern / Expressing

likes and dislikes

Bestimmter und Unbestimmter Artikeln –

Definite and indefinite Articles

Nominativ Kasus/ Nominative case

Pronomen / pronouns (Nominative)

15-23 3

Regelmӓβige Verben / Regular Verbs

Verbkonjugation/ Verb conjugation (sein und

haben)

Akkusativ Kasus (Einführung )

Personal pronomen /Personal Pronomen

(Akkusative)

Wegbeschreibung/ Directions

Landeskunde /History

Film –Spielzeugland

24-31 4

Possessiv Pronomen/ Possessive pronouns

Gegenteile/ Antonyms

Bestellen/ Situation –in a restaurant

Landeskunde/ Basic geography and History:

Reunification

Film –

32-40 5

Akkusativ/ Accusative case (Cont.)

Verbkonjugation/ Verb conjugation (Cont.)

Tageszeit/ Time telling

Prӓpostionen (Akkusativ: Einführung)/ Accusative

prepositions: Introduction

Course Title French -I

Course Code FREN-1003

Version 1.00

Credits 3





politics of Japan will be introduced in the class so as to impart basic cultural competence

to the students. This will make them aware of the cultural nuances of the language.


13. This course attempts to give the students working knowledge of French Language

with emphasis on communicative competence.

14. This course will impart all the four skill viz. reading, writing, listening and speaking.

15. Basic French sentences will be introduced and practiced.













9. They will have a brief understanding of French society and culture.


1. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale

1 (A1) Livre de l’élève. Paris: Maison des Langues, 2009.

2. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale

1 (A1) Cahier d’exercices. Paris: Maison des Langues, 2009


1. Alter Ego 1- méthode de français, Annie Berthet, Catherine Hugot, V. Kizirian, Béatrix

Sampsonis, Monique Waendendries, Hachette.

2. Echo A1, Author:Jacky Girardet ,CLE International

3. Girardeau, Bruno et Nelly Mous. Réussir le DELF A2. Paris: Didier, 2010

4. Pedagogy


by students.

5. Evaluation Scheme



CAT 1 * 15%

CAT 2 15%



6. Detailed Outline of the Course


French-I (FREN-1003) L T P C

3 0 0 3

Sessio

n No Module Topics

Core

Reading

Additional

Reference

1 – 4 1

Entrer un contact avec quelqu’un, saluer,

salutations formelle et informelle, découvrir

l’alphabet, s’excuser, communiquer avec tu et

vous, masculin/féminin, les nombres 0 à 100

5-14 2

Se présenter, remercier, le genre des noms, les

pronoms sujet et tonique, l’article défini et

indéfini.

15-23 3

Parler de ses gouts et de ses loisirs, poser des

questions, décrire quelqu’un, les verbes au

présent, la négation du verbe, le pluriel des

noms, les adjectives.

24-31 4

Demander/donner des informations sur

une personne, parler de soi, de sa famille,

comprendre et écrire un mail, l’adjectif

possessif, le verbe « aller », l’article

contracte, c’est/ce sont.

32-40 5

Nommer/situer un objet, exprimer la surprise,

demander de faire quelque chose, exprimer une

obligation, l’adjectif interrogatif, les

prépositions de lieu, la négation de l’article

indéfini, il faut…, pouvoir, vouloir.

Demander/dire l’heure, demander pourquoi et

répondre, l’interrogation, faire, connaitre,

l’accord des adjectifs en genre et en nombre, le

pronom “on”

Programme : BA (H)

Batch : 2018 - 21

Semester : II

Course Title : Introduction to Basic Statistics and Statistical Packages

Course Code : SLIS1002

Version : 1.00

Credits : 3


In today’s technological environment, anyone can access vast amount of statistical information.

The most successful decision makers understand the information and compute them

effectively. Students will have the opportunity to learn how to use statistical tools and

techniques to analyze data with the help of various statistical softwares.


The objectives of the course are:

To provide the knowledge to construct and edit a data set.

To acquaint to prepare, present, and analyse the frequency distributions.

To be able to calculate, present, and utilise the measures of central tendencies.

To prepare to compute, present, and discuss the measures of descriptive statistics.

To enable to estimate, demonstrate, and estimate the measures of bivariate analysis.

3.0 Course Pre-requisite:

Knowledge of class X Maths and basic computer

4.0 Course Outcomes:

The students will be able to:

To construct and edit a data set.

To prepare, present, and analyse the frequency distributions.

To calculate, present, and utilise the measures of central tendencies.

To compute, present, and discuss the measures of descriptive statistics.

To estimate, demonstrate, and estimate the measures of bivariate analysis.

Specific Instructional Objectives

Apply concepts of frequency distributions.

To prepare students to know how to calculate, present, and discuss measures of central tendency

To prepare students to know how to calculate, present, and discuss descriptive statistics.

Explain the fundamental principles necessary for bivariate analysis.

5.0 Prescribed Texts:

Carver and Nash (2009). "Data Analysis with SPSS" Cengage Learning

Neil J Salkind (2011), "Excel Statistics A Quick Guide" Sage

Sandeep Rakshit (2017),"R for Biginers" McGraw Hill

Naval Bajpai (2011), "Business Statistics" Pearson.

5.1Additional References:

Jaggia and Kelly (2013), “Business Statistics: Communicating with Numbers” McGraw Hill Education, New Dilhi.

Aggarwal, B,M. (2009), “Statistics for Business and Economics”, 2nd Edition, Ilex Publication, New Delhi.

Derek L. Waller, “Statistics for Business”, Routledge, Taylor and Francis.

David R Anderson, Dennis J Sweeney and Thomas A Williams : Statistics for Business and Economics, 11th Edition, Cengage Lear

6.0 Pedagogy:

The pedagogical approach used in the course will be a combination of lectures, Execl,

SPSS and R through problem solving exercises.

7.0 Evaluation Scheme:


LAB 20%

CAT 1 * 15%

CAT 2 15%



8.0 Detailed Outline of the Course:


Session

No

Module Statistics ECO123 Core Reading Additional

Reference

1 – 10

Introduction

Data – data sets, classification, prepration and

tabulation; Organising Data - Frequency

Distributions - Cumulative, Percentage and

Relative; Data Presentation - Bar, Pie, Histogram,

Line Chart, frequency curve. Introduction of

Carver and

Nash (2009).

"Data Analysis

with SPSS"

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

Statistical Softwares - Excel, SPSS and R. Data with

statisticals softwares - Entry, Editing, Saving,

Import, Export, Tables and Graphs.

Cengage

Learning

11 – 20 Measures of

Central Tendency

Arithmetic Mean, Geometric Mean, Harmonic

Mean, Median and Mode. Measures of central

tendency and disperson. Computation of

measures of central tendency with their

inferences.

Carver and

Nash (2009).

"Data Analysis

with SPSS"

Cengage

Learning

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

21 – 30 Descriptive

Statistics

Range, Quartiles, Deciles, Percentiles, Standard

Deviation and Coefficient of Variation.

Measurement of descriptive statistics through

softwares.

Carver and

Nash (2009).

"Data Analysis

with SPSS"

Cengage

Learning

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

31 – 40 Bivariate Analysis Cross Tabulation, Scatter diagram, Karl Pearson

product movement correlation coefficient,

Spearman’s rank correlation coefficient,

Association of attribute. Computation of Bivariate

Analysis.

Carver and

Nash (2009).

"Data Analysis

with SPSS"

Cengage

Learning

Neil J Salkind

(2011), "Excel

Statistics A

Quick Guide"

Sage

Course Title : Indian Constitution and Administration

Course Code : (SLCA1002)

Program : BA (H) Applied Psychology

Batch : 2018-2021

Semester : 2

Credits : 4

Version : 1.01

Course Description:

This course would Introduce to the constitutional foundations and the working of major

governmental and political institutions in India. It will develop the understanding of the

constitutional matrix as well as the behavioral dynamics of political institutions and

processes in India.

Course Objectives:

The course seek to analyze and probe the diverse aspects and problems of

contemporary Indian Politics

It discusses the constitution making process, philosophy of constitution, nature

of Indian state, social structure and democratic process

Analysis of the governmental institutions: how do they work and what are their

powers

To study the role of Supreme court of India, nature and scope of judicial review

Course pre-requisites: None

Course Outcomes:

1. It creates an awareness of key concepts of Indian constitution

2. It helps students to develop a better understanding of Indian government

3. It teaches students about the role, powers and functions of the President, the

Prime Minister, the Governor and the Chief Minister.

4. It explicates the role of local, rural and urban governments and their importance.

5. It will help to understand about basic knowledge of administration

6. Students will learn about power, legitimacy and authority.

Prescribed Texts:

Fadia B. L (2013), Indian Government and Politics, tenth edition, Sahitya

Bhawan, New Delhi.

Basu D. D (1989), Introduction to the Constitution of India, New Delhi.

Austin, Granville (1999), The Indian Constitution: Corner stone of a nation,

Oxford University Press, Bombay.

Singh M.P and Rekha Saxena, Indian Politics: Constitutional Foundations and

Institutional Functioning, Prentice Hall of India, New Delhi.

Additional References:

Hasan Zoya (2000), Politics and the state in India, Sage publications, New

Delhi.

Kohli Atul eds.(2011) The Success of India’s Democracy, Cambridge

University Press, India.

Weiner, Myron (1989), the Indian Paradox, New Delhi

Pedagogy:

Lectures

Class room discussions

Presentations

Evaluation Scheme:

Assignment & Quiz (1,2 & 3) 20%

CAT 1 15%

CAT 2 15%


Detailed Outline of the Course:

Session

No. Modules Course Detail Core Reading

Additional

Reference

1-10

Nature of the

Constitution

Main features of

the Indian

Constitution

Sovereign,

Secular,

Democratic

Republic

Parliamentary-

federal

democracy

Citizenship

Fundamental

rights and Duties

Directive

Principles of State

policy

Basu D. D

(1989),

Introduction to

the Constitution

of India, New

Delhi.

Austin,

Granville

(1999), The

Indian

Constitution:

Corner stone

of a nation,

Oxford

University

Press,

Bombay.

11-20

Central

Government

Powers, function

and role of The

President, Prime

Minister and

Council of

Ministers

Parliament:

Composition and

functions

Constitutional

amendments

Fadia B. L

(2013), Indian

Government and

Politics, tenth

edition, Sahitya

Bhawan, New

Delhi.

21-30

The Supreme

Court

The Supreme

Court of India

Composition

Jurisdiction

Role

Nature and Scope

of Judicial

Review

Singh M.P and

Rekha Saxena,

Indian Politics:

Constitutional

Foundations and

Institutional

Functioning.

31-40

Public

Administration

Definition,

Nature and Scope

of Public

Administration.

Bidyut

Chakrabarty,

Reinventing

Public

Importance of

Public

Administration,

Difference

between Private

and Public

Administration.

Growth of the

Study of Public

Administration,

Characteristics of

the New Concept

of Public

Administration.

Meaning and

Growth of Civil

Services in India.

Administration:

The Indian

Experience,

Orient

Longman, New

Delhi, 2007

Programme BA (Hons) Applied Psychology

Batch 2018 – 2021

Semester II

Course Title Indian Literature in Translation

Course Code SLIL1002

Version 1.02

Credits 4

Course Description: This course entails a selective study of some of the translations from

regional Indian languages that challenge the monopolising singularity of hegemonic texts

and dominant literary discourses and specifically serve as counter-narratives of resistance,

thus representing a paradigm for inquest into the given linguistic practices and cultural

productions of the Indian subcontinent.

Course Objectives:

Through the course, the student should be able to - imbibe ethical, moral,

national and cultural values through various forms of literature.

During the course, the student should be enabled to write an original, dialogue,

story one-act play, poems etc.

Course pre-requisites: None

Course Outcomes: 1. Know the major genres of the literature.

2. Understand major literary trends over the period

3. Understand the contribution of writers in the development of literature in translation.

4. Understand the impact of various literary and social movements on society and vice versa

5. Understand the literary text in its social, political and cultural context

6. Critical evaluation and analysis of Indian concepts of literature

Prescribed Texts: Selected songs of Mirabai/ Selected couplets of Kabir

Godan

Our Favorite Indian Stories. Khushwant Singh and Neelam Kumar (Eds).

Delhi: Jaico,2002 Silence! The Court Is in Session/Tughlaq

Additional References: Devy, G. N. After Amnesia: Tradition and Change in Indian Literary Criticism, 1992.

Gopal, Priyamvada. Indian English Novel: Nation, History and Narration

Iyenger, K. R. Srinivasa. Indian Writing in English.

King, Bruce. Modern Indian Poetry in English.

Naik, M. K. A History of Indian English Literature.

Pedagogy: Lecture, Discussion & Presentation, Group Discussions, Projects, PPTs, Quiz, Assignment Evaluation Scheme:


CAT-1 20% CAT-2 20% End Term Examination (3 hours) 40%

Detailed Outline of the Course:

Session

No. Modules Course Detail Core Reading

Additional

Reference

1-10

I Selected songs of Mirabai All I Was Doing Was

Breathing

Limb Just Moved

A Cowherding Girl

Clouds

Mine Is Gopal

11-20 II Godaan Godaan

21-30

III Our Favourite Indian

Stories. Khushwant Singh

and Neelam Kumar (Eds).

Our Favourite Indian

Stories. Khushwant

Singh and Neelam

Kumar

31-40

IV Silence! The Court Is in

Session/Tughlaq

Tughlaq

Detailed Syllabus

SEM-III

Name of The Course Life Span Development


Prerequisite Understanding of Developmental Psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To develop understanding of psychological issues in human development.

Course Outcomes:

CO1 Assess the biological, cognitive, cultural, environmental and social factors that influence

development throughout the lifespan

CO2 Evaluate current and past research in the study of the lifespan guided by theories within

developmental psychology

CO3 Apply developmental psychology principles to daily life throughout the lifespan.

CO4 Detect myths and misconceptions regarding human development throughout the lifespan

CO5 Understand the methodological approaches used to study development

CO6 Evaluate core concepts, strengths, and weaknesses of the major theories of lifespan development

Text Book (s)

• Berk, L. E. (2010). Child Development (8

th Ed.). New Delhi: Prentice Hall.

• Mitchell, P. and Ziegler, F. (2007). Fundamentals of development: The Psychology of Childhood. New York: Psychology Press.

• Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and Human Development. India: Pearson.

• Papalia, D. E., Olds, S.W. & Feldman, R.D. (2006). Human development (9

th Ed.).

New Delhi: McGraw Hill.

• Santrock, J. W. (2008). Child Development (11

th Ed.). New Delhi: McGraw Hill.

Santrock, J.W. (2006). Adolescence. New Delhi: McGraw Hill.

• Saraswathi, T.S. (2003). Cross-cultural perspectives in Human Development: Theory, Research and Applications. New Delhi: Sage Publications.

Reference Book (s)

• Srivastava, A.K. (1997). Child Development: An Indian Perspective. New Delhi: NCERT.


Unit-1 Introduction

Nature of Development and related terms, theories ( Frued and Eric Ericson) and themes of Developmental Psychology, Indian context of development

Unit-2 Period of development

Infancy, Childhood, Adolescence, Adulthood, senescent stages

Unit-3 Domains of development

Cognitive development: perspectives of Piaget and Vygotsky, Language development: issues and

debates, Emotional development

Unit-4 Context of development

Contexts for development: Family, peers, media and school contexts



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Research Methods in Psychology


Prerequisite Understanding of Research Methods

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To develop understanding of psychological issues in human development.

Course Outcomes:

CO1 Understand the nature and scope of psychological research in modern times

CO2 Define and distinguish between research method and research methodology with

appropriate use while conceptualizing and conducting research

CO3 Understand the major research designs/ tools being used in respective field of psychology

CO4 Understand the major research issues (sampling, reliability, validity) in the field of psychology with rectification measures being used by psychologist till date.

CO5 Will understand how to conduct good research in different subfield of psychology especially in counseling-clinical psychology and organizational behavior

CO6 Learn to identify the fundamental principles and procedures of psychological research

Text Book (s)

• Dyer, C. (2001) Research in Psychology: A Practical Guide to Research Methodology and

Statistics (2nd Ed.) Oxford: Blackwell Publishers

Reference Book (s)

• Neuman, W.L. (2006). Social Research Methods: Qualitative and Quantitative

Approaches (6th

Ed.) Boston: Pearson Education. Detailed outline of the course

Unit-1 Introduction

Beginning of Psychological Research: Goals of Psychological Research, Formulating a problem and developing a testable hypothesis, null and alternative hypotheses

Unit-2 Types

Quantitative and Qualitative Orientations towards Research, Research Designs

Unit-3 Sampling

Sampling: Probability and non-probability sampling methods, determination of sample size

Unit-4 Data Collection

Data Collection: Experiment, Interview, Observation, survey and testing



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Statistics in Psychology


Prerequisite Understanding of Basic Statistics

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives:

To develop understanding of various statistical techniques in terms of their assumptions, applications

and limitations, acquire competency for organizing data.

Course Outcomes:

CO1 Understand basic concepts of statistics and their applications

CO2 Learn the basics of assessment related theory

CO3 Understand basic concepts of statistics and its application

CO4 Learn the basic statistical calculation and to describe the generation and applications of it in specific situation.

CO5 Understand the basics of experimental design

CO6 Application of statistical tools in specific real life situations

Text Book (s)

• Garrett, H. E. (2011) STATISTICS IN PSYCHOLOGY AND EDUCATION 6th Ed, Paragon Publishers

• Minium, E. W., King, B. M. & Bear, G. (2009) STATISTICAL REASONING IN PSYCHOLOGY AND EDUCATION. John Wiley & Sons.

• Mangal, S. K. (2013) STATISTICS IN PSYCHOLOGY AND EDUCATION 2nd Ed. PHI Learning Pvt. Ltd.

Reference Book (s)

• Chow, S. L. (2002). STATISTICS AND ITS ROLE IN PSYCHOLOGICAL RESEARCH. In

• Methods in Psychological Research, In Encyclopedia of Life Support Systems (EOLSS), Eolss Publishers, Oxford, UK,


Unit-1 Introduction

Relevance of Statistics in analyzing Psychological Data, Descriptive Statistics vs Inferential

Statistics, Frequency Distributions. The Cumulative Frequency Distribution Percentiles, and Percentile Rank.

Unit-2 Measures of Central Tendency

Measures of central tendency – mean , median, mode. Measures of variability – range, quartile deviation, standard deviation, coefficient of variation.

Unit-3 Normal distribution curve and linear correlation

Normal Probability curve – properties and applications, Characteristics

Unit-4 Parametric vs non-parametric

Parametric vs non paremetric tests. Parametric tests – t – test, ANOVA-one way. Non parametric

tests - Chi square, Mann – whitney test, Contingency co-efficient



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Practicum B


Prerequisite Understanding of basic theoretical concepts

Corequisite

Antirequisite

L T P C

0 0 6 3

Course Objectives: Gaining applied experience of theoretical concepts.

Course Outcomes:

CO1 Enable the students to understand the processes and steps involved in conducting

the psychological experiments

CO2 Enable the students to understand the processes and steps involved in administering the

psychological tests

CO3 Clarifies the process of developing an insight into their own and others’ behaviour

CO4 Developing the students ability to apply the key principles of research methods in Psychology

CO5 Imparting the skills in the students necessary for selecting and applying different tests for different purpose such as diagnosing disorder, assessing mental health, learning process, etc

CO6 Developing underlying mental processes by using different psychological assessment tools.

Text Book (s)

As recommended by the concerned teacher

Reference Book (s)


Unit-1

•

•

Physiology: Secondary data/

Perceptual accuracy Unit-2

• Handedness/ • Attitude scale

Unit-3

• Hemispheric Mapping/ • Reaction Time



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

50 50 100

Programme U.G Course

Semester 1

Course Title Japanese Language-II

Course Code JAPA-2001

Version 1.00

Credits 3


38.0

The course aims at intermediate written and oral skills (comprehension and expression) in

Japanese corresponding to N5 level of the Japanese Language Proficiency Test (JLPT)

conducted by the Japan Foundation. Along with language teaching, different aspects of

history, culture and politics of Japan will also be introduced in the class. This will make them

aware of the cultural nuances of the language and prepare them better for a inter-cultural

communication. The skills imparted in this course shall help them in dealing with the

delegations from Japan. Also, if they get a chance to go to Japan, they will be in a position to

interact with native speakers. In a globalized world, understanding of other cultures constitutes

an important component of soft skills. This can be enhanced by foreign language teaching. This

will also promote an interdisciplinary approach in students.


19. This course attempts to give the students working knowledge of Japanese Language


20. This course will also open up avenues for our students for higher education in Japan.

21. This course will emphasize on the four Rs viz. reading, writing, listening and speaking.

22. Day to day expressions in Japanese will be introduced and practiced thoroughly.

23. Sufficient vocabulary will be given to the students to converse in a given situation.

24. Brief discussions on cultural, political and historical issues will be part of this course.

25. Through this course, the learners will acquire the required knowledge that can be used in

daily life and work situations.

26. This course aims to give our students an interdisciplinary approach in order to compete in

the globalized world.

40.0 Course Pre-requisite : Japanese-I


10. On completion of the course, the students will be able to carry out simple

conversations, read short paragraphs and simple stories in Japanese.

11. They would be able to give their brief self- introductions and can speak briefly

about their family members and friends verbally.

12. They will acquire proficiency equivalent to N5 level of the Japanese Language Proficiency

Test (JLPT) conducted by the Japan Foundation.

13. They will have an understanding of Japanese society and culture.


5. Shokyuu Nihongo, Japanese Language Center for International Students, Tokyo

University of foreign Studies, Japan.

6. Minna-no Nihongo-2, 3A Corporation, Japan.

7. Nihongo Shoho –I, published by the Japan Foundation, Japan.

8. Shin Nihongo no k i s o -1, AOTS, 3A Corporation, Japan.


3. Random House Japanese-English Dictionary

4. Japanese for Busy people , Video CD , AJALT, Japan.

44.0 Pedagogy

The delivery of course will be a mix of class room instruction, role play, group discussions and

presentation by the students.




CAT 1 * 15%

CAT 2 15%





Japanese-II JAPA-2001 L T P C

3 0 0 3

Sessio

n No Module Topics

Core

Reading

Addition

al

Referenc

e

1 – 4 1

Review of Basic Japanese syllabus,

Transitive and intransitive forms of verbs

More Verbs

Direct and Indirect object particles

Potential verb dekimasu, ~kotoga dekimasu

Give verbs ageru, kureru

Expressions suki desu, kirai desu, hoshii desu,

~ga wakarimasu,

Use of donna+Noun,

zenzen~masen

LESSON

-1&2

5-14 2

Counters in Japanese to count objects,

animals and human beings

[Conter suffix like: ~ general counting –

Hitotsu futatsu.

Days of the week, dates in a month

How to say time in Japanese

Adjectives (Present,Past,Negative and Past

negative)

Various expressions using the ~te form of teh

verbs

Making comparative sentences (question and

answer)

Introducing Kanji(Japanese Pictorial script) 1-

20 Listening Practice with audio track

Class test.

LESSON

-3,4&5

15-23 3

Introducing superlative degree in Japanese

Expression of desire

Use of particle ~ni for purpose of going /

coming.

~ V-tai desu

Asking permission (~temo iidesuka)

~nagara used for Simultaneous actions

(V-te kara

Direct and indirect speech

(N wa /ga …to iimasu)

Learning Kanji(Japanese Pictorial script)

21-40,

Listening practice with audio track

Class test .

LESSON

6,7&8

24-31 4

Telling what someone thinks (N wa …to

omoimasu)

Calling or naming [(N wa) X to iimasu.]

Volitional form of verbs

Probability, guessing something

(~deshoo), ~kamoshiremasen)

Conversation practice

Passive construction (~reru, ~rareru)

,Causative construction (~seru, ~saseru)

Receiving verbs (moraimasu, itadakimasu)

Patterns using Verb in dictionary form

( tsumori)

Learning Kanji(Japanese Pictorial script) 41-

60.

Listening practice audio track, Class tests

LESSON

-9,10&11

32-40 5

Expression of prohibition (~tewa ikemasen)

Expression of order (~nasai)

Expression of change from one state to

another (V dic. Yoo ni naru)

(Passage reading (Kamakura)

The story behind Kanji (Passage reading),

Learning Kanji(Japanese Pictography) 81-

100

Robots (Passage reading)The Obon

festival (Passage reading).Letter writing

(A thank you letter).Letter writing (A

request letter).Listening practice audio

track. Revision

LESSON

12&13


Batch 2017 - 2021

Semester 1

Course Title German -II

Course Code GERN-2001

Version 1.00

Credits 3


48.0


German corresponding to -- level of the German Language Proficiency Test. Along with

language teaching, different aspects of history, culture and politics of Germany will also be

introduced in the class. This will make them aware of the cultural nuances of the language

and prepare them better for a inter-cultural communication. The skills imparted in this course

shall help them in dealing with the delegations from Germany. Also, if they get a chance to

go to Germany, they will be in a position to interact with native speakers. In a globalized

world, understanding of other cultures constitutes an important component of soft skills. This

can be enhanced by foreign language teaching. This will also promote an interdisciplinary

approach in students.


27. This course attempts to give the students working knowledge of German Language


28. This course will also open up avenues for our students for higher education in Germany.


30. Day to day expressions in German will be introduced and practiced thoroughly.







50.0 Course Pre-requisite : German-I



conversations, read short paragraphs and simple stories in German.



16. They will have an understanding of German society and culture.


Hieber, Wolfgang. Lernziel Deutsch. München: 2005


1, Gick, Cornelia, Momentmal, Grundstufenlehrwerk Deutsch als Fremdsprache.M: 2003

2. Maria Dallapiazza, Eduard von Jan, Til Schonherr.Tangram, Deutsch als

Fremdsprache.Berlin: 2005

3. Griesbach, Schulz. Deutsche Sprachlehre für Ausländer. München: 2005.

4. They will acquire proficiency equivalent to A1 level of the French Language Proficiency Test.

54.0 Pedagogy






CAT 1 * 15%

CAT 2 15%





Foreign Language(German) GERN-2001 L T P C

3 0 0 3

Sessio

n No Module Topics

1 – 4 1

Advanced Grammar:-Tenses – Present Perfect,

Past Perfect, Past Tense, Future I and Future II,

Adjective Declination, Passive Voice,

Subordinate Clauses, Konjunktiv I und II

5-14 2 Context based Dialogues: University, Airport,

Embassy, Supermarket, Transport etc.-

15-23 3

Translation, -Vocabulary, History and

Political system, Provinces and

Administration.

24-31 4 Translation, -Vocabulary, History and Political

system, Provinces and Administration.

32-40 5 Essaz Writing, Cultural compounds,

Festivals etc.

Selected Short stories


Semester 1

Course Title French-II

Course Code FREN-2001

Version 1.00

Credits 3



French corresponding to A1 level of the French Language Proficiency Test . Along with

language teaching, different aspects of history, culture and politics of France will also be

introduced in the class. This will make them aware of the cultural nuances of the language

and prepare them better for a inter-cultural communication. The skills imparted in this course

shall help them in dealing with the delegations from France. Also, if they get a chance to go

to France, they will be in a position to interact with native speakers. In a globalized world,

understanding of other cultures constitutes an important component of soft skills. This can be

enhanced by foreign language teaching. This will also promote an interdisciplinary approach in

students.


35. This course attempts to give the students working knowledge of French Language


36. This course will also open up avenues for our students for higher education in France.


38. Day to day expressions in French will be introduced and practiced thoroughly.







59.0 Course Pre-requisite : French-I



conversations, read short paragraphs and simple stories in French.



19. They will acquire proficiency equivalent to A1 level of the French Language Proficiency

Test.

20. They will have an understanding of French society and culture.


1. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1)

Livre de l’élève. Paris: Maison des Langues, 2009.

2. M. Denyer, A. Garmendia, C. Royer, Marie–Laure Lions–Olivieri, Version Originale 1 (A1)

Cahier d’exercices. Paris: Maison des Langues, 2009

3. Additional References

1. Alter Ego 1- méthode de français, Annie Berthet, Catherine Hugot, V. Kizirian, Béatrix

Sampsonis, Monique Waendendries, Hachette.

2. Echo A1, Author:Jacky Girardet ,CLE International

3. Girardeau, Bruno et Nelly Mous. Réussir le DELF A2. Paris: Didier, 2010

4. Pedagogy



5. Evaluation Scheme



CAT 1 * 15%

CAT 2 15%



6. Detailed Outline of the Course


French-II (FREN-2001) L T P C

3 0 0 3

Sessio

n No Module Topics

1 – 4 1

Parler de sa relation avec les langues, exprimer son

point de vue (1), exprimer des difficultés et des

émotions, parler de faits passés, exprimer une

motivation

5-14 2

Présenter les personnages d’un film, raconter l

synopsis d’un film, exprimer son avis, justifier son

opinion

Décrire un logement et des objets, localiser, faire des

comparaisons, exprimer des préférences, nommez

ses activités quotidiennes

15-23 3

Les film français, Parler de sa sante, décrire des

douleurs et des symptômes, demander et donner

des conseils, donner des instructions, exprimer

son point de vue (2)

24-31 4

Situer dans le passé, décrire des situations du passé et

du présent .

Poser des questions sur un parcours de vie, décrire et

rapporter des faits et des situations du passé, raconter

des anecdotes, situer des événements dans le passé,

demander des informations .

32-40 5

Faire des prévisions, parler de l’avenir,

parler de condition et de conséquences,

exprimer différent degrés de certitude,

parler du temps

Course Objectives:

To help students distinguish between values and skills, and understand the need, basic

guidelines, content and process of value education.

To help students initiate a process of dialog within themselves to know what they ‘really

want to be’ in their life and profession

To help students understand the meaning of happiness and prosperity for a human

being.

To facilitate the students to understand harmony at all the levels of human living, and

live accordingly.

To facilitate the students in applying the understanding of harmony in existence in their

profession and lead an ethical life

Course Outcomes: On successful completion of this course students will be able to-

CO1 Understand the significance of value inputs in a classroom, distinguish between

values and skills, understand the need, basic guidelines, content and process of value

education,

CO2 Explore the meaning of happiness and prosperity and do a correct appraisal of the

current scenario in the society

CO3 Distinguish between the Self and the Body; understand the meaning of Harmony in

the Self the Co-existence of Self and Body.

CO4 Understand the value of harmonious relationship based on trust, respect and other

naturally acceptable feelings in human-human relationships and explore their role in

ensuring a harmonious society

CO5 Understand the harmony in nature and existence, and work out their mutually

fulfilling participation in the nature.

CO6 Distinguish between ethical and unethical practices, and start working out the

strategy to actualize a harmonious environment wherever they work.

Text Book (s) R R Gaur, R Sangal, G P Bagaria, 2009, A Foundation Course in Human Values

and Professional Ethics

.

Reference Book (s) Ivan Illich, 1974, Energy & Equity, The Trinity Press, Worcester, and Harper

Collins, USA

Name of The Course Universal Human Values and Ethics

Course Code UHVE1001

Pre requisite None

Co requisite None

Anti requisite None

L T P C

0 0 4 2

1. E. F. Schumacher, 1973, Small is Beautiful: a study of economics as if people mattered, Blond

& Briggs, Britain.

2. Sussan George, 1976, How the Other Half Dies, Penguin Press. Reprinted 1986, 1991

3. Donella H. Meadows, Dennis L. Meadows, Jorgen Randers, William W. Behrens III, 1972,

Limits to Growth – Club of Rome’s report, Universe Books.

4. A Nagraj, 1998, Jeevan Vidya Ek Parichay, Divya Path Sansthan, Amarkantak.

5. P L Dhar, RR Gaur, 1990, Science and Humanism, Commonwealth Publishers.

6. A N Tripathy, 2003, Human Values, New Age International Publishers.

7. SubhasPalekar, 2000, How to practice Natural Farming, Pracheen (Vaidik)

KrishiTantraShodh, Amravati.

8. E G Seebauer & Robert L. Berry, 2000, Fundamentals of Ethics for Scientists & Engineers ,

Oxford University Press

9. M Govindrajran, S Natrajan & V.S. Senthil Kumar, Engineering Ethics (including Human

Values), Eastern Economy Edition, Prentice Hall of India Ltd.

10. B P Banerjee, 2005, Foundations of Ethics and Management, Excel Books.

11. B L Bajpai, 2004, Indian Ethos and Modern Management, New Royal Book Co.,

Lucknow. Reprinted 2008

Unit-1 7 hours

Course Introduction - Need, Basic Guidelines, Content and Process for Value Education

1. Understanding the need, basic guidelines, content and process for Value Education

2. Self Exploration–what is it? - its content and process; ‘Natural Acceptance’ and Experiential

Validation- as the mechanism for self exploration

3. Continuous Happiness and Prosperity- A look at basic Human Aspirations

4. Right understanding, Relationship and Physical Facilities- the basic requirements for

fulfillment of aspirations of every human being with their correct priority

5. Understanding Happiness and Prosperity correctly- A critical appraisal of the current

scenario

6. Method to fulfill the above human aspirations: understanding and living in harmony at

various levels

Unit 2 7 hours

Understanding Harmony in the Human Being - Harmony in Myself

7. Understanding human being as a co-existence of the sentient ‘I’ and the material ‘Body’

8. Understanding the needs of Self (‘I’) and ‘Body’ - Sukh and Suvidha

9. Understanding the Body as an instrument of ‘I’ (I being the doer, seer and enjoyer)

10. Understanding the characteristics and activities of ‘I’ and harmony in ‘I’

11. Understanding the harmony of I with the Body: Sanyam and Swasthya; correct appraisal of

Physical needs, meaning of Prosperity in detail

12. Programs to ensure Sanyam and Swasthya

Unit 3 7 hours

Understanding Harmony in the Family and Society- Harmony in Human-Human

Relationship

Understanding harmony in the Family- the basic unit of human interaction

14. Understanding values in human-human relationship; meaning of Nyaya and program for its

fulfillment to ensure Ubhay-tripti;

Trust (Vishwas) and Respect (Samman) as the foundational values of relationship

15. Understanding the meaning of Vishwas; Difference between intention and competence

16. Understanding the meaning of Samman, Difference between respect and differentiation; the

other salient values in relationship

17. Understanding the harmony in the society (society being an extension of family): Samadhan,

Samridhi, Abhay, Sah-astitva as comprehensive Human Goals

18. Visualizing a universal harmonious order in society- Undivided Society (AkhandSamaj),

Universal Order (SarvabhaumVyawastha )- from family to world family!

Unit-4 7 hours

Understanding Harmony in the Nature and Existence - Whole existence as Co-existence

Understanding the harmony in the Nature

20. Interconnectedness and mutual fulfillment among the four orders of nature- recyclability and

self-regulation in nature

21. Understanding Existence as Co-existence (Sah-astitva) of mutually interacting units in all-

pervasive space

22. Holistic perception of harmony at all levels of existence

Unit 5 5 hours

Implications of the above Holistic Understanding of Harmony on Professional Ethics

23. Natural acceptance of human values

24. Definitiveness of Ethical Human Conduct

25. Basis for Humanistic Education, Humanistic Constitution and Humanistic Universal Order

26. Competence in Professional Ethics:

Unit 6 5 hours

a) Ability to utilize the professional competence for augmenting universal human order,

b) Ability to identify the scope and characteristics of people-friendly and eco-friendly production

systems, technologies and management models

27. Case studies of typical holistic technologies, management models and production systems

28. Strategy for transition from the present state to Universal Human Order:

a) At the level of individual: as socially and ecologically responsible engineers, technologists and

managers

b) At the level of society: as mutually enriching institutions and organizations


Internal Assessment

(IA)

Mid Term Test

(MTE)

End Term Test

(ETE)

Total Marks

50 0 50 100

Course Name- Gender and Development Studies

Course Code- SLGD2001

L T P C

School SLA 4 0 0 4

L 60 T 0 P 0

1

2

3

4

5

6

1

2

3

4

1

2

3

4

CO

1

CO

2

CO

3

CO 4, CO6

Role of NGO's - Development initiatives, role of women's organizations, grass root initiatives Sen G. & Caren G. (1985) Development crisis and

Instructional Plan

Un

it 4

Topics to be discussed Pedagogy Approach Readings Activities

Gender development: Role of non state actors Lecture, Group DiscusionsDreze J & Sen A (2002) India economic development and social opportunity. New Delhi: OUP Asignments, Quiz

Feminist standpoint of development policy, gender analysis of development policy, engendering development policies, women development programs

Instructional Plan

Un

it 3


Gender Development: National policies Lecture, Group DiscusionsVishwanthan N. Ed (2006) The women gender and development reader. New Delhi: Zubaan Asignments, Quiz

Gender Development: International initiatives Lecture, Group DiscusionsSchechtester M G (2005) United Nations Global Conferences Newyork: Routledge Presentations and Quiz

Mexico conference, Nairobi conference, copenhagen conference and beijing conference.

Instructional Plan

Un

it 2


Approaches to gender development Lecture, Group Discussions Jain Devaki (2005) Women development and the PPT'S , Quiz

Women in Development, Women and Momsen J. H. (2010) Gender and development, 2nd edition, New York: Routledge

Instructional Plan

Un

it 1


Unit 4Gender development: Role of non state actors Number of Lecture Hours 10

Role of NGO's - Development initiatives, role of women's organizations, grass root initiatives

Pedagogy toolsSelf Learning Blended Learning

Unit 3Gender Development: National policies and programs Number of Lecture Hours 10

Feminist standpoint of development policy, gender analysis of development policy, engendering development policies, women development programs in India.


Unit 2Gender Development: International initiatives Number of Lecture Hours 10

Mexico conference, Nairobi conference, copenhagen conference and beijing conference.


Unit 1Approaches to gender development Number of Lecture Hours 10

Women in Development, Women and Development, Gender and Development, women empowermnet.


Text Books

Momsen J. H. (2010) Gender and development, 2nd edition, New York: RoutledgeSchechtester M G (2005) United Nations Global Conferences Newyork: Routledge

Vishwanthan N. Ed (2006) The women gender and development reader. New Delhi: Zubaan

Reference Books

Dreze J & Sen A (2002) India economic development and social opportunity. New Delhi: OUP

Gupta A. S. et. Al (eds) (2005) Reflections of the right to development, centre for development and human rights. New Delhi: Sage Publication

Sen M. and Sivakumar A. K (2002) women in India How free, How equal. New Delhi: UNDP India

Catalog Description

Course Outcomes

Examine the different approaches of gender and development

Examine the various international initiatives taken for gender and development

Examine the various national agencies and policies for gender and development

Examine the various non state actors in gender and development.

Develop an understanding to the basic concepts relating to gender and provide logical understandings to gender roles

Enable to critically understand relationship of gender and power and authority

Alternate Exposure <Text>

Co-requisites

Total Number of Contact Hours

Pre-requisites

Gender and Development

Version Date of Approval 27-Jul-18

Course Name- Startups and Cashless Economy

Course Code- SLSC2001

L T P C

Version Schoo

l

SHSS Date of

Approval

4 0 0 4

Total Number of Contact Hours L 6

0

T 0 P 0

Pre-requisites None

Alternate Exposure NA

Co-requisites

Course

Outcomes

1 To gain a basic knowledge of startups

2 To know about the strategies for startups

3 To know the ways of financing your business

4 To know the merits and demerits of cashless economy

5 To know about the pros and concerns of Digital payments.

Catalog

Descriptio

n

This course “Modern startup strategies and Cashless economy” would provide

students an understanding of the business startups their strategies regarding

market and other aspects. This course will help the students in understanding

the structure of the cashless economy.The modules incorporated in this course

provide an analysis of issues at the theoretical level and also with regard to

specificity of issues prevailing in the Indian context.

Text Books 1 The Start-up of You: Adapt to the Future, Invest in Yourself, and Transform

Your Career [Kindle Edition]

Reid Hoffman (Author), Ben Casnocha (Author)

2 the Dynamics of entrepreneurial development and management-

Desai,vasant Himalaya publishing house ,delhi

3 Cases in Entrepreneurship- Morse and Mitchell-Sage Ssouth Asia Edition

4 Prasad, Rohit (2013), Start-up sutra: what the angels won’t tell you about

business

and life, Hachette India.

Reference

Books

1 The Startup equation: a visual guidebook to building your startup-Steve

fisher,Ja-Nae-MGH

2 Innovation and entrepreurship by Peter F.Drucker,HarperCollins Publishers

Inc

Unit 1 Introduction to Startups Number of Lecture Hours 11

Introduction to startups, merit and demerits of startups, startup & standup

India, make in India and its impact on startups, global scenario of startups,

opportunity and risk analysis, state policies and startups, institutions promoting

startups

Pedagogy

tools

Scaleup Lecture

Unit 2 Strategies for Startups Number of Lecture Hours 12

Marketing strategies to make your startup a success, startup financing,

innovation and startups, reasons for the failure of startups

Pedagogy

tools

Scaleup Lecture

Unit 3 Concepts of cashless economy Number of Lecture Hours 10

Definition cashless economy, merits and demerits of cashless economy, cashless

economy and corruption, concerns in cashless economy, infrastructure for

cashless economy, role of public and private institutions in cashless economy

Pedagogy

tools

Scaleup Lecture

Unit 4 Instruments of cashless economy Number of Lecture Hours 12

Overview of digital payment, Evolution of digital payment, global scenario of

cashless payments, overview of mobile wallet market in India, effect of

demonetization on the industry, future outlook and key challenges

Detailed Syllabus

SEM-IV

Name of The Course Fundamentals of Cognitive Psychology


Prerequisite Orientation and understanding of the basics in the discipline of psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives:

To acquaint students with the concept of cognition and cognitive processes.

To enrich their understanding of major concepts, theoretical perspectives, and research

findings in cognitive psychology.

To enable students to develop insight into their own as well as others’ behaviour and

underlying mental processes.

Course Outcomes:

CO1 Familiarize with the Concept of cognition in psychology and various cognitive processes.

CO2 Differentiate the essence of different approaches to the study of Cognitive Psychology.

CO3 Apply Concept of attention and perception in psychology, theories.

CO4 Students can compare effectively of various laws of form and depth perception and plasticity in perception.

CO5 Analyse the Concept of thinking & cognitive approaches to problem solving, Reasoning and decision making.

CO6 Compare Concept and theories of memory, types of memory processes and ways of improving memory.

Text Book (s)

• Ciccarelli, S.K. & Meyer, G.E. (2008). Psychology: South Asian Edition. New Delhi: Pearson India.

• Morgan, C., King R., Weisz J. & Schopler, J. (2004). Introduction to Psychology, 7th Edition. Tata McGraw Hill Education.

Reference Book (s)

• Galloti, K. M. (2004). Cognitive Psychology: In and Out of the Laboratory (3rd ed).

Delhi: Wadsworth, Cengage Learning.

• Kellogg, R.T. (2007). Fundamentals of Cognitive Psychology. New Delhi: Sage Publications.

• Mattlin, M.W. (1995). Cognition (3rd ed). Bangalore: Prism Books


Unit-1 Introduction

Meaning and nature of cognition, Information processing approach, Connectionist

approach, Ecological approach

Unit-2 Perception and Attention

Attention--Definition, Factors influencing attention, Selective & divided attention, Filter theory of attention, Attenuation model of attention, Parallel processing theory, Perception— Bottom-up and Top-down approaches, Perceptual constancies: size, shape, brightness, Depth perception, Form Perception, Movement Perception, Perceptual Illusions

Unit-3 Thinking and Problem Solving

Thinking—mental imagery, concepts, prototypes in thinking, Role of language in thinking,

Problem Solving—concept and approaches —Trial & Error, Algorithms, Heuristics, Insight

problem solving, Barriers in problem solving, Reasoning & Decision Making

Creativity—stages of creative thinking, ways of enhancing creativity

Unit-4 Memory

Memory—Definition, Atkinson Schiffrin’s model —Sensory register, STM & LTM; Levels of

Processing theory Tulving’s concept of LTM—Semantic & autobiographical memory, Procedural memory; Other Types -iconic & echoic memory, implicit & explicit memory, flash bulb memory, eye-witness testimony, Schema in memory, script memory



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Counselling Psychology


Prerequisite Basic understanding of Counselling Psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To develop understanding of basics of psychology and counseling techniques

Course Outcomes:

CO1 Students will demonstrate understanding of the principles and elements of the counselling and guidance.

CO2 Students will be familiar with a variety of ethical dilemmas that could arise, and understand the ways in which to navigate and select the best course of action.

CO3 Students will be able to learn different techniques of counselling psychology

CO4 Students will be able to identify the most useful technique for certain conditions

CO5 Students will be familiar with the major counseling approaches categorized as humanistic, experiential, cognitive, and behavioral

CO6 Students will be able to understand the use of counselling psychology for employees and the importance of e Counselling to help people from distance

Text Book (s)

1. Feltham C. & Horton, I. (2000). Handbook of Counseling and Psychotherapy. 2. Kohler, J. A. & Shepard, D. S. (2008). Counseling: Theories and Practice. US: Broobs/ Cole- Cengage Learning. 3. McLeod, J. (2003).An Introduction to Counseling. 4. Patterson, J. V. &Nisenholz, B. (1999). Orientation to counseling (4th edition). USA: Allyn and

Bacon. 5. Welfel, E.R & Patterson, L.E. (2005). The Counseling Process – A Multitheoretical integrative approach. N.Delhi: Cengage Learning India Pvt. Ltd. (6th edition). 6. Wolfe, R. and Dryden, W. (1998). Handbook of Counseling Psychology.


Unit-1 Introduction

Concept, history and recent trends in counselling, Distinction between guidance & counselling, Ethical and legal aspects of counseling

Unit-2 Counseling with Diverse Populations

Counseling children and adolescents, Counseling the aged, Gender based counselling, Work place counseling

Unit-3 Approaches to counseling

Various areas of counselling - Existential analytical approach, Humanistic approach, Cognitive, Behaviouristic

Unit-4 Applications

Substance abuse counselling, Counseling the disabled, Rehabilitation counselling, e- counselling



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Oragnisational Behaviour-I


Prerequisite None

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: At the conclusion of the course it is expected that students will demonstrate

knowledge and skills in several core areas. Specifically, students should be able to:

• Identify key theoretical aspects and practical applications of organizational behavior.

• Apply OB concepts and theories to analyze and improve work situations.

• Understand and leverage your own traits and OB competencies in the workplace for professional

success and as a potential organizational leader.

Course Outcomes:

CO1 Understand how organizations work and why people behave as they do in work settings.

CO2 Better understand your own OB related traits and perspectives

CO3 Improve your ability to analyze and understand organizational situations in terms of OB

theories and concepts

CO4 Improve your skills in reacting appropriately to organizational situations using OB concepts

CO5 Analyze the complexities associated with management of the group behavior in the

organization.

CO6 Demonstrate how the organizational behavior can integrate in understanding the motivation

(why) behind behavior of people in the organization.

Text Book (s)

• Organization Theory: From Chester Barnard to the Present and BeyondBy Oliver E. Williamson Oxford University Press, 1995 (Expanded edition)

• Organizational Behavior: Foundations, Theories, and AnalysesBy John B. Miner Oxford University Press, 2002

• Organizational Behaviour: Performance Management in PracticeBy Richard Pettinger Routledge, 2010


Unit-1 Introduction

What is Organizational Behavior; Context Introductions and Orientation

Unit-2 Individual Effectiveness

Personality, values, attitudes, emotional intelligence

Unit-3 Social Interactions

Groups, Teams, and Leadership, Group Behavior and Teams Communication & Social Networks

Unit-4 Understanding Job Satisfaction & Motivation

Theories of Motivation, Applying Motivation related Concepts - Case Discussion



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Abnormal and Clinical Psychology


Prerequisite Knowledge of psychological Assessments in the context of clinical setting

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives:

Main objectives of this course are:

• To train the students to carry our projects in the different areas of clinical psychology.

• To make the students familiar with the psychological tests used for clinical purposes.

• To impart the knowledge and skills for administering tests and writing their reports.

• To enrich their understanding of major concepts, theoretical perspectives, and research

findings in cognitive psychology.

• To enable students to develop insight into their own as well as others’ behaviour and

underlying mental processes.

Course Outcomes:

CO1 Knowledge of the psychological theories and models for the field of abnormal psychology.

CO2 Understand the perceived causes and treatments of psychological disorder prior to the twentieth century

CO3 Understanding of assessment, etiology, symptoms, and treatments of the major psychological disorders.

CO4 Familiarity with research methods and ethical considerations appropriate for the study of abnormal psychology.

CO5 Learn clinical assessment techniques including unstructured and structured interviews, psychological inventories, projective tests, intelligence tests, neuropsychological assessments, psychophysiological assessments, behavioural assessments

CO6 Apply, to selected case examples, learned conceptualization, causation, and treatment of mental disorders.

Text Book (s)

• Hecker, Jeffrey E. and Thope, Geoffrey L. (2005) : "Introduction to Clinical

Psychology",Pearson Education Inc.

• Hersen, M., Kazdin, A. E., & Bellack, A. S. (1991) The Clinical Psychology Handbook

Pergamon. New York

• Sweet, J. J. , Rozensky, A. & Tovian, S. M. (1991) Handbook of Clinical Psychology in

ClinicalPractice. New York: Plenum.

• Walker, C. E. (2001) Handbook of Child Clinical Psychology. New York: John Wiley &

Sons.

Reference Book (s)

• Mathur, S. S. (1985) : "Clinical Psychology", Vinod Pustak Mandir, Agra.

• Neiszal, M. T., Bernsten (1995) : “Introduction to Clinical Psychology”, 2nd Ed.

• Walker, C. E. (Ed.) : “Clinical Practice of Psychology”, Pregman Press, New York.

• Weiner, B. (1983) : "Clinical Methods in Psychology", N. Y., John-Wiley and Sons.

• Wolman, Benjamine, B. : “Handbook of Clinical Psychology”, McGraw Hill Company.

• Korchin, S.J. (1979) Modem Clinical Psychology (Harper).

• Garfield & Bergin, (1978) Handbook of Psychotherapy and Behavior change, New York:

Wiley.

• Woleman, B.B. (1984) Handbook of Clinical Psychology, New York: Wiley

Unit-1 Introduction 8 hours

Clinical psychology concept and definitions

Brief history of clinical psychology

Activities of clinical psychologist: teaching, research assessment and therapy,Professional

responsibilities

Unit-2 Childhood Disorders

Childhood Disorders

classification of childhood disorders Mental retardation Autistic spectrum disorders Learning Disabilities

Unit-3 Adult Disorders

Adult Disorders: Dissociative and Somatoform Disorders

Personality Disorders Other psychological disorders like substance abuse, sexual disorders, abuse and neglect

Unit-4 Diagnostic Techniques

Clinical interviewing

Case study in detail Ethical and Professional issues



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Practicum C


Prerequisite Understanding of basic theoretical concepts

Corequisite

Antirequisite

L T P C

0 0 6 3

Course Objectives: Gaining applied experience of theoretical concepts

Course Outcomes:




psychological tests


CO4 Developing the students ability to apply the key principles of research methods in psychology



Text Book (s)


Reference Book (s)


Unit 1

• Aptitude test/ • 16 P.F.( Personality Factor)

Unit-2

• Tactile Perception/

• Stress Management

Unit-3

•

•

IPAT Anxiety Test/

Emotions



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

50 00 50 100

Course Code Course Name L T P C

ENVS1001

ENERGY AND ENVIRONMENTAL SCIENCES

3 0 0 3

Course Content Unit I: Environment and Natural Resources 10 Lectures Definition, scope, importance, need for public awareness, Environmental Management Systems its objectives, components, EIA, Natural Resources – forest resources – use, exploitation, deforestation, construction of multipurpose dams – effect on forests, Water resources – use of surface and subsurface water; effect of floods, drought, water conflicts, Mineral resources –Use and exploitation, environmental effects of extracting and using mineral resources, Food resources – food problems, advantage and disadvantage of fertilizers & pesticides, effect on environment, Energy resources – need to develop renewable energy, land resources – Land degradation, landslides, soil erosion, desertification & case studies. Unit II: Chemical Toxicology 7 Lectures Toxic chemicals in the environment, Impact of toxic chemicals on enzymes, biochemical effects of arsenic, cadmium, lead, chromium, mercury, biochemical effects of pesticides Unit III: Environmental Pollution 10 Lectures Definition – Causes, pollution effects and control measures of Air, Water, Soil, Marine, Noise, Thermal, Nuclear hazards. Solid waste management: causes, effects and control measures of urban and industrial wastes, pollution measures, case studies, Disaster management: floods, earthquake, cyclone and landslides. Unit IV: Social Issues, Human Population and the Environment 10 Lectures Urban problems related to energy & sustainable development, water conservation, problems related to rehabilitation – case studies, Consumerism and waste products - Environment Protection Act, Air, Water, Wildlife, Forest Conservation Act, Environmental legislation and public awareness. Population growth, variation among nations, Population explosion, Environment and human health, Value Education, Women and Child Welfare, Role of Information Technology – Visit to local polluted site /Case Studies. Unit V: Green Chemistry 4 Lectures Introduction, Basic principles of green technology, concept of Atom economy, Tools of Green technology, zero waste technology. Text Books T1. Environmental Studies, Anubha Kaushik, C P Kaushik, New Age International Publishers, 2008, ISBN:978-81-224-2159-0. T2. Environmental Studies, Suresh K. Dhameja, S.K. Kataria and Sons , 2008, ISBN: 81-88458-77-5 T3. Text Book of Environmental Studies, Erach Bharucha, University Press (India) Private Limited, 2005, ISBN: 978 81 7371 540 2 T4. Environmental Studies (From Crisis to Cure) Second Edition. , R. Rajagopalan, Oxford University Press, 2012, ISBN 0-19-807208-2. T5. Environmental Studies, Ranu Gadi, Sunitta Rattan, Sushmita Mohapatra, S.K. Kataria and Sons, 2008, ISBN: 81-89757-98-9. Reference Books/ Other Study material R1. Environmental Studies , Benny Joseph , Tata McGraw Hill Education Private Limited, 2009, ISBN: 987-0-07-064813-5. R2. Environmental Studies, Anindita Basak, Pearson Education, 2009, ISBN: 978-81-317-2118-6. R3. Principles of Environmental Science (Inquiry and Applications), William P. Cunningham & Mary Ann Cunningham, Tata McGraw Hill Education Private Limited, 2007, ISBN: 987-0-07-064772-0. Mode of Evaluation Quiz, Assignment, Seminar and Written Examination Course Outcomes At the end of the course, the student will be able to:

1. Identify the scope and importance of studying the environment and analyze the

problems associated with various natural resources. (K4)

2. Determine the harmful effects of toxic chemicals on living beings and environment. (K2)

3. Identify the harmful effects of environmental pollution and apply suitable control methods. (K4)

4. Analyze the different social issues affecting the society and environment. (K4) 5. Interpret and utilize the different tools of Green Chemistry towards generating a zero

waste environment (K3)

Course Title: Personality Development and Stress Management

Course Code: SLPD2001

Course Description- Understanding of various sources of stress, stressor and

personality development of an individual using suitable Psychological tool.

Course Objectives- It would inculcate understanding of various stress management

tool and personality development technique available in psychology.

Course Outcome:

After completing the course, the students are expected to know the following: Students

will be able to understand the issues and themes causes stress. Nature and scope of

personality development of an individual and its practical implication. Different

approaches towards personality and other developmental process- Psychoanalytic,

Social Learning and Humanistic existential. Understanding technique of various stress

management technique and appropriate use of it in different conditions.

Sample Reading- Barun, K. Mitra (2012). Personality Development and Soft Skills.

Oxford University Press.

Ghanekar, Anjali. (2018). Managing Stress, Best Practices. Everest Publishing House.

Misra, G. (2009). Psychology in India, Vol 1: Basic Psychological Processes and

Human Development. India: Pearson.

Module1- Learning about sources of stress and its symptoms- Nature of stress: various

sources of stress -environmental, social, physiological and psychological; Symptoms of

stress - emotional response, physiological & behavioral.

Module 2- Learning to manage stress effectively- Methods - yoga, meditation,

Vipassana, relaxation techniques, clarifying problem, alternate actions, support

(Problem focused) emotion focused constructive approach.

Module 3- Personality, personality types and factors affecting personality development-

Personality – An Explanation; Categories of Personality; Importance of Self Image;

How to Identify the Personality Type; Factors Affecting Personality Development; The

Role of These Factors in Contributing to Personality Development.

Module 4- Soft Skills Development- Interpersonal Relationship: Understand Self –

Different Categories, Effect of Interpersonal Behavior of Interpersonal Relationship.

Communication Skills: Types of communications, communication barriers, strategies

for good communication skills.

Course Title : INDIAN FOREIGN POLICY

Course Code : SLFP2001

Program : BA (H) Applied Psychology

Semester : 3

Credits : 4

Version : 1.01

1.0 Course Description:

Introduction of Indian foreign policy is the prime moto of this course. Decision making

process at the apex level in the matter of external affairs of India is a very important

process. This course is made with the core intention to make acquainted the students with

this. India’s role and its standing in the International arena is another area which is

significant and this course deals it with ample base.


● To introduce the salient features of Indian Foreign Policy.

● To make able to understand the complicacies Indian Foreign Policy.

2. Course Pre-Requisites: None

3. Course Outcomes:

● Knowledge of salient features of Indian Foreign policy.

● Understanding of role of India in world politics and South Asian politics.

4. Prescribed Texts:

● Appadorai and M. S. Rajan eds. (1985) India’s Foreign Policy and relations, South

Asian Publishers, New Delhi.

● Sumit Ganguli eds (2009) India’s Foreign policy: Retrospect and Prospect, Oxford

University Press, New Delhi.

● Ghosh Peu, (2013), International Relations, third edition, Phi Publication.

4.1 Additional References:

● Khanna, V. N (2012), International Relations, third edition, Vikas Publication

House, New Delhi.

5. Pedagogy:

Various learning methods will be used to emphasize a cooperative learning format.

Student led

Discussions and presentations will be combined with instructor facilitated experiences and

lectures.

Specific methods include:

● Lectures

● Class room discussions

● Projects and their presentations

6. Evaluation Scheme:

Assignment & Quiz (1,2 & 3) 20%

CAT 1 15%

CAT 2 15%


7. Detailed Outline of the Course:

1-

10

Foreign

Policy:

Meaning,

Scope and

Significance

● Nation-State and its

National Interest in the

Anarchic World System

● Principle of Continuity

and Change

M.Barnett. (2012).

Foreign Policy: Theories,

Actors, Cases. In Foreign

Policy: Theories, Actors,

Cases (p. 576). Retrieved

from

http://books.google.com/

books?id=niSmwgGX5V

8C&pgis=1

11-

20

Determinants

of Foreign

Policy and

India

● Salient Features of India’s

Foreign Policy: Historical

Background, Geopolitical

Status of the Country,

Social & Cultural

Determinants, Political

System and Decision

Making Process in India,

● Personality Factors: J L

Nehru, Lal Bahadur

Shastri, Indira Gandhi,

Rajiv Gandhi, P V

Narsimha Rao, I K Gujral,

Atal Behari Vajpaayi,

Manmohan Singh,

Narendra Modi

Rose, G. (1998).

Neoclassical Realism and

Theories of Foreign

Policy. World Politics,

51(1), 144–172.

https://doi.org/10.1017/S

0043887100007814

21-

30

India & The

World

• NAM

• India and UNSC Reforms

• India as a responsible

Nuclear State

• GeoEconomics and

Geopolitics

• India’s Relation with

USA, Russia and China

A. Appadorai and M. S.

Rajan eds. (1985) India’s

Foreign Policy and

relations, South Asian

Publishers, New Delhi.

31-

40

India and

South Asia

● India’s relations with its

Neighbours

● India and Indian Ocean

● Global Terrorism and

South Asia

Zurick, D. (1999). Lands

of conflict in South Asia.

Focus, 45(3), 33–37.

https://doi.org/10.1111/j.

1949-

8535.1999.tb00120.x

Detailed Syllabus

SEM-V

Name of The Course Personality and Self Development


Prerequisite Understanding of self in real life

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: The course material is intended to provide students’ with an understanding of

personal development. To know the different psychodynamic and psychosocial approaches of

personality. Understanding of self as per Indian and western view.

Course Outcomes:

CO1 Explain personality-related processes that underlie individual differences in behavior

CO2 Student will be equipped with understanding of Personality types and theories

CO3 Students will be able to make connections across various theoretical perspectives to see how they each can contribute to a more complete understanding of human behavior.

CO4 To be aware from Indian and western philosophy about self

CO5 Awareness about yoga therapy, Buddhism, Jainism and ancient Indian approaches

CO6 Students will be able to apply course concepts to their understanding and interpretation of real life situations.

Text Book (s)

• Albert Ellis, Mike Abrams & Lidia Abrams (2009) Personality Theories: Critical Perspectives. SAGE Publications, Inc.

th

• Hall, G.C., Lindzey, G., & Campbell, J.C. (1998). Theories of personality, (4 York: Wiley.

ed.). New

• Hjelle, L.A. & Zeigler, D.J. (1991). Personality theories : Basic assumptions, research and nd

applications. (2 ed.) New York: McGraw Hill.

• Mischel, W. (1976). Introduction to personality. New York : Holt Reinhart & Winston.

• Pervin, A. (1984). Personality: Theory and research. New York: John Wiley & Sons.

Reference Book (s)

• Friedman, H.S. & Schustack, M.W. (2003). Personality; Classic theory and modern research nd

(2 ed.) Singapore: Pearson Education

• Herlock, E.B.C.( ) Personality Development New York: Mc Ghram Hill


Unit-1 Introduction

Definition, nature and scope of personality

Determinants of Personality: Biological, environmental, social and family

Unit-2 Psychodynamic & Behaviouristic

Psychodynamic and psychosocial approaches : Freud and Erikson

Behaviouristic and social learning approaches: Skinner, Bandura and Mischel.

Unit-3 Humanistic and existential approaches

Humanistic and phenomenological approaches: Rogers and Kelly.

Existential approaches: Rollo May, Victor Frankl

Unit-4 Self

Self: Concept & identity, Indian and western view of self

Indian views: Yoga, Budhism & Sufism



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Psychology of Gender


Prerequisite Understanding of basic human Psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To develop understanding of psychological issues related to gender

Course Outcomes:

CO1 Expand upon the binary conceptualizations of both sex and gender by differentiating the

biological concept of sex as manifested in maleness and femaleness, from the cultural concept

of gender, as manifested in masculinity and femininity.

CO2 Identify and describe gender stereotypes and their role in one’s gender identity

CO3 Learn the biological (nature) theory of gender development throughout the life span outline various dimensions, factors, and processes of the construction of gender.

CO4 Learn the social psychological (nurture) theory of gender development throughout the life span outline various dimensions, factors, and processes of the construction of gender.

CO5 Recognize the role of gender in relationships, the family, education/work/career

CO6 Describe in detail traditional and contemporary approaches to gender in psychology.

Text Book (s)

• The psychology of gender and sexuality:An introduction. Wendy Stainton Rogers And Rex Stainton Rogers

• Femininity/Masculinity Jan E. Stets and Peter J. Burke Department of Sociology, washington

State University. Pp. 997-1005 in Edgar F. Borgatta and Rhonda J. V. Montgomery (Eds.),

Encyclopedia of Sociology, Revised Edition. New York: Macmillan


Unit-1 Understanding of Gender

Gender: biological theory, Gender roles, Gender stereotypes during adolescence, social construction

Unit-2 Femininity/masculinity

Femininity/masculinity: The Roots of Femininity/Masculinity The Development of Femininity and Masculinity, gender identity Gender Theories: Simone de Beauvoir, Betty Friedan

Unit-3 Gender Issues

Feminist challenges, New men, new women, new relationships? Changes in values , women labor force, Participation

Unit-4 Women In India

Women in India, work of Uma chakarborty, Madhu keshvar and others. Gender Sensitization and education by Surchi bhattia.



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Communication Skills


Prerequisite Understanding of Psychology of communication

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To develop understanding of theories of communication and application of

findings in our personal and professional life

Course Outcomes:

CO1 Students will recognize the nature of communication, its process and its impact on interpersonal relationships and on work productivity in the organizations.

CO2 Students will develop understanding with a number of interpersonal and organizational communication channels in dealing with organisational issues or problems.

CO3 Students will develop skills for diagnosing communication problems and using concrete methods to manage communication in organizations.

CO4 Students will effectively utilize conflict intervention strategies and negotiation skills in the resolution of conflict.

CO5 Students will integrate and appropriately apply scientifically proven communication techniques in analyzing, managing and resolving various organizational problems

CO6 Students will get knowledge about recent advancement in the communication field.

Text Book (s)

th

• Adler, R.B & Rooman, G. (2006). Understanding Human Communication, 9 Oxford University Press.

Ed. Oxford:

• Corcoran, N. (Ed) (2007). Communicating Health-Strategic for Health Promotion.

New Delhi: Sage.

• Fisher, D. (2006). Communication in Organizations. New Delhi: Jaico Publishing House.

Reference Book (s)

• Trenholm, S. & Jensen, A. (2008). Interpersonal Communication, 6th Ed. New

York: Oxford University Press


Unit-1 Interpersonal communication

Definition of Interpersonal Communication, General Characteristics, Process- linear view, Concept of Communicative Competence and skills

Unit-2 Communication Skill

Characteristics of Effective Communicator; Types of Interpersonal Communication Skills:- Verbal skills and non-Verbal Communication Skills – General Characteristics.

Unit-3 Barriers in communication and conflict management

Psychological barriers in communication: Defensiveness, self preoccupation, cultural barriers. Game theory, Conflict management: overcoming communication barriers. Negotiation

Unit-4 Application areas of Communication

Significance of communication skills in interpersonal relationships, group performance, media, health promotion etc



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Human Resource Management


Prerequisite Understanding general psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: The field of organizational behavior (OB) is about understanding how people and

groups in organizations behave, react, and interpret events. It also describes the role of

organizational systems, structures, and processes in studying behavior, and explains how organizations

really work.

Course Outcomes:

CO1 Identify key theoretical aspects and practical applications of organizational behavior

CO2 Apply OB concepts and theories to analyze and improve work situations

CO3 Understand and leverage your own traits and OB competencies in the workplace for professional success and as a potential organizational leader

CO4 Improve your skills in reacting appropriately to organizational situations using OB concepts

CO5 Improve your ability to create and maintain healthy and productive work environments

Text Book (s)

• Organization Theory: From Chester Barnard to the Present and BeyondBy Oliver E. Williamson Oxford University Press, 1995 (Expanded edition)

• Organizational Behavior: Foundations, Theories, and AnalysesBy John B. Miner Oxford University Press, 2002

• Organizational Behaviour: Performance Management in PracticeBy Richard Pettinger Routledge, 2010

Reference Book (s)


Unit-1 Communication

Exploring communication in organizations , meaning and function. Effective communication.

Unit-2 Decision making

Understanding decision making as a process. Modules of decision making.

Unit-3 Power and Conflict

Understanding power and organizational politics, nature of power , basis of power.

Unit-4 Organisational Effectiveness

Understanding organizational effectiveness and organizational culture. Models of effectiveness , organizational culture, meaning and definition.



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Therapeutic Intervention


Prerequisite Basic understanding of clinical psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To acquaint the students with -

1) current systems of classification of mental disorders.

2) current paradigms in psychopathology.

3) the symptomatology of different psychological disorders.

4) the etiology and therapies of the disorders with respect to theoretical approaches.

Course Outcomes:

CO1 Understanding the procedures of different behaviour and cognitive therapies used in clinical psychology

CO2 Learning humanistic and existential therapeutic techniques

CO3 Understanding the role of religious and spiritual practices in clinical intervention.

CO4 Ability to effectively use yoga as a therapeutic modality through the integration of diverse approaches.

CO5 Developing skills for relaxation techniques and biofeedback machines

CO6 Gain a working understanding of the application of clinical intervention modalities for specific, common clinical conditions.

Text Book (s)



Wiley.

• Woleman, B.B. (1984) Handbook of Clinical Psychology, New York: Wiley.

• Wolpe and Lazaras (1978): Behavior Therapy Techniques, New York: Elmsford.

• Phil Yalom, I.D. (1975). The Theory and Practice of Group Psychotherapy. New

York.:Basic Books.

• Kendall & Butcher (1982). Hand Book of Research Methods in Clinical Psychology , New

York.: Wiley.

• Semenoff, B. (1976) Projective Techniques, London: Wiley.

• Weiner, J. (1979): Clinical Methods, New York: Wiley.

Reference Book (s)

• Garfield, S. L. (1974) : “Clinical Psychology : The Study of Personality and Behaviour”.

• Garfield S. L. : “Introduction to Clinical Psychology” The McMillan Company, New York.

• Mathur, S. S. (1985) : "Clinical Psychology", Vinod Pustak Mandir, Agra.

• Neiszal, M. T., Bernsten (1995) : “Introduction to Clinical Psychology”, 2nd Ed.

• Walker, C. E. (Ed.) : “Clinical Practice of Psychology”, Pregman Press, New York.

• Weiner, B. (1983) : "Clinical Methods in Psychology", N. Y., John-Wiley and Sons.

• Wolman, Benjamine, B. : “Handbook of Clinical Psychology”, McGraw Hill Company.



Wiley.

• Wolpe and Lazaras (1978): Behavior Therapy Techniques, New York: Elmsford.

• Phil Yalom, I.D. (1975). The Theory and Practice of Group Psychotherapy. New

York.:Basic Books.

Unit-1 Behavioural and Cognitive behavioural

Systematic desensitization

Token economy Beck’s cognitive therapy Ellis’s rational emotive behavior therapy

Unit-2 Humanistic and Existential

Client centered therapy Logo therapy Existential therapy

Unit-3 Religions and spiritual

Holistic: Meditation,

clinically standardized meditation

Religions: Prayer, reading, scripture

Yoga therapy

Unit-4 Relaxation training and bio medical therapies

Concept of relaxation and purpose of relaxation training Bio-feedback relaxation

Jacobson muscular relaxation, Benson’s relaxation training



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Systems and Schools of Indian Psychology


Prerequisite Basic understanding of psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: To acquaint the students with –different school of thoughts

Course Outcomes:

CO1 Current systems of psychological thoughts in India.

CO2 Current paradigms in psychopathology.

CO3 Distinct features of different psychological thoughts.

CO4 Advantages with respect to theoretical approaches

CO5 Learning humanistic existential therapeutic techniques

CO6 Understanding the role of religious and spiritual practices in clinical intervention

Text Book (s)

• Rao, K. R., Paranjpe, A. C., & Dalal, A. K. (Eds.) (2008). Handbook of Indian Psychology. New Delhi: Foundation Books.

Detailed Outline of the Course

Unit-1 Indian Thought and Tradition

Characteristics of Indian Psyche;Origins of Psychological Thought in Ancient India: Muni-Yati and Rsi Traditions, Sruti and Smrti, Vedic, Post-Vedic, Neo-Vedic and Sophistic Philosophies; Notions about Psyche, Mind and Mental Functions.

Unit-2 Yoga Psychology

Yoga Theory, Definitions of Yoga, Psychological Assumptions, States of the Mind, Yoga Practice, Applied aspect of Yoga Psychology, Comparison between Samkhya and Vedanta perspectives on Yoga

Unit-3 Buddhist Psychology

Foundations of Early Buddhist Psychology: Thought, Mind, Consciousness; Basic Constructs of Buddhist Psychology: Buddhist theory of Unconscious Mind, The Indian Buddhist Conception of Persons.

Unit-4 Jaina Psychology

Consciousness and Conscious Attentiveness (Upayoga), Evolvent Nature of Conscious Reality,Jaina Concept of Self, Jaina Concept of Cognition and Mind, Mind and Body Interaction.



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Practicum D


Prerequisite Basic understanding of theories of Psychology

Corequisite

Antirequisite

L T P C

0 0 6 3

Course Objectives:

• Primary knowledge of how a research is designed.

• How the hypothesis is formulated and along with objective, data analysis, interpretation and conclusion.

• Reading out to the meaningful conclusion. Practical File: The major outcome of this course is a document containing the description from planning, organising the issue practices related to research questions, procedure to data collection, data analysis and report to be submitted in the lab.

Course Outcomes:




psychological tests





Text Book (s)


Unit-1

• Stroop effect/ • Memory test

Unit-2

• Interest Test/ • Organisation of Memory

Unit-3

• Case study/ • Leadership Style



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

50 00 50 100

Name of The Course Social Relations

Course Code SLSR2001

Prerequisite None

Corequisite None

Antirequisite None

L T P C

4 0 0 4

Course Objectives:

Understand the history and nature and scope of the Introduction to Psychology as

a fields of study

Introduce you to major concepts and frameworks of psychological concepts such

as Sensory and Perceptual Processes, Intelligence and Creativity.

Introduce you to major theoretical concepts of Learning for e.g., Classical,

Operant, Cognitive and Observational Learning

Majorly acquainted with the Motivation part of Experimental Psychology with

their theories such as Nature, types, and theories: McDougal, Maslow, McClelland

The course will also familiarizes the students about the Emotions- Nature and

theories: James- Lange, Cannon –Bard


CO1 To develop an understanding of the basic characteristics of social relations and

their significance for society and culture

CO2 To understand cultural variations in social relations

CO3 To understand different types of social relations and kinship Organizations in

the social domain

CO4 To understand the impact of social relations on the individual

CO5 To have the ability to rethink some of their cultural assumptions about social

relations

CO6 To examine impact of Industrialization on social relations

Text Book (s)

Reading-1 J. C Alexander.1990 Culture and Society: Contemporary Debates,

USA: Cambridge University Press.

Reading-2 Bose, N.K. 1967, Culture and Society in India. Bombay : Asia

Publishing House

Reference Book (s)

Unit-1

15 hours

Introduction: Meaning of Social relations, society and culture , Social relations as

Social capital, Gift Exchange, gender

Unit-2

10 hours

Kinship and social relations, kinship as basic social ties

Unit-3

10 hours

Marriage, Different types of Social relations: Joking, avoidance

Unit-4

10 hours

Incest, Incest taboo, friends,

Unit 5

alliance, acquaintance

Unit -6 Customs ,Traditions, rituals and Ceremonies


Internal Assessment

(IA)

Mid Term Test

(MTE)

End Term Test

(ETE)

Total Marks

20 30 50 100

Course Name: Global Economic Issues

Course Code: SLGE2001

L T P C

School SHSS 3 0 10 8

L 45 T 0 P 150

1

2

3

4

5

1

2

3

4

1

2

3

4

1

2

3

4

Unit 4

The Economics of Climate Change

Climate Change and the Economy: Finance & Development

How Climate and Competitiveness Fit Together: from Leveling the Carbon Playing Field

Global Warming and Agriculture: Finance and Development

emissions and its solution through green tax, low emission technology

Date of Approval

Pedagogy toolsScaleup Lecture

Unit 3

Pedagogy toolsScaleup Lecture

Scaleup Lecture

Unit 2

Version

Alternate Exposure

Pre-requisites

Global coopration

Unit 1

Growing Income Inequality

Co-requisites

Course

Outcomes

Specific

Instructional

Objectives

Text Books

Reference Books

Pedagogy tools

Catalog

Description

Poverty

<Text>

The Rise of the BRICs and Frontier Economies

Emerging at Last: Economist

The Rise of Africa’s “Frontier” Markets: Finance and Development

Testimony to U.S. House Committee on Ways and Means: China

The Outsourcing Bogeyman: Foreign Affairs

Economics Focus: A Tale of Two Worlds: Economist

EMs Try a Different Sort of Medicine: But Will it Work?: Global Economics Weekly

Lomborg, Bjorn, ed. 2004. Global Crises, Global Solutions. Cambridge, United Kingdom: Cambridge

University Press.

Joseph P. Daniels , David D. VanHoose, Global Economic Issues and Policies ; Routledge N. Y.

Sachs, Jeffrey D. 2005. The End of Poverty: Economic Possibilities for Our Time. NewYork: Penguin Press. (See

especially Chapter 1.

Stiglitz, Joseph E. 2003. Globalization and Its Discontents. New York: Norton. ( Chapter 2.)

Apply concepts global enironment/emissions on production

To prepare students to know the problems generated through inequalities of income

Apply fundamentals of poverty to increase world's production and consumption.

Explain the fundamental principles global economic cooperation to benefit each other.

Total Number of Contact Hours

21-May-11

School of Libral Arts

Analyse the impact of high emissions on production.

Understand the problem of poverty and on global economy.

Understand the global economic concerns of migration

Analyse the impact of income inequalities

Number of Lecture Hours 10


Income Inequality Paradox ; income polarization;

low inflation and low levels of wage growth;

and the continuing need for global cooperation.Technology Driving Change in Job.

Number of Lecture Hours 10 Poverty: What Matters and What Can We Do?

The World’s Silver Lining: Economist

Asia’s Rich and Poor: Economist

Economics Focus: Cheap and Cheerful: Economist

Economics Focus: Krugman’s Conundrum: Economist


Detailed Syllabus

SEM-VI

Name of The Course Psychological assessment


Prerequisite Understanding of General Psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives:

The focus of this paper is to increase students awareness about different method of personality

assessment.

Course Outcomes:

CO1 Demonstrate competence in the selection, administration, and scoring of assessment measures

CO2 Different technique of personality assessment and identifify the most useful technique for certain condition

CO3 Knowledge of application of Psychological testing

CO4 Understanding of Behavioural assessment and testing

CO5 Demonstrate knowledge and understanding of basic psychometric principles and their relevance to psychological testing and assessment..

CO6 Demonstrate knowledge and understanding of the impact of contextual factors on test interpretation and the related distinction between ‘testing’ and ‘assessment’.

Text Book (s)

• Ben‐Porath, Y. S. (2003). Assessing personality and psychopathology with self‐report inventories. In J.R. Graham & J.A. Naglieri (Eds.), Handbook of Psychology , (Vol. 10, pp. 553‐578).

• Hoboken, NJ: John Wiley & Sons, IncHelmes, E., & Reddon, J.R. (1993). A perspective on

developments in assessing psychopathology: A critical review of the MMPI and MMPI.

• Hibbard, S. (2003). A critique of Lilienfeld et al.’s (2000) “The scientific status of projective

techniques.” Journal of Personality Assessment, 80, 260‐2712. Psychological Bulletin,113, 45

3‐471

Reference Book (s)

• Society for Personality Assessment (2005). The Status of the Rorschach in Clinical and Foren sic Practice: An Official Statement by the Board of Hasan,Q.(199). Personality Assessment. New Delhi: Gyan Publishing House.


Unit-1 Introduction

Personality Assessment, Different technique of personality assessment. Concept and delimits,

Approaches to personality assessment: ideographic and nomothetic, Distinction between

assessment and test , assessment and measurement

Unit-2 Behavioral assessment

Self monitoring, observation, features of behavioral assessment

Unit-3 Projective techniques

Unstructured : Rorschach, Semi structured: Rosenweig picture frustration test and sentence completion test

Unit-4 Testing

Types of personality tests, application of psychological testing, report writing



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Unit-1 Introduction

Concept of Leadership, Why Do We Need To Understand Leadership,

Need for Organizational Leadership: A Historical Perspective

Unit-2 Leadership in Global Context

Understanding The Globalization And Organizational Leadership Requirements, Global Leadership And Competency, Why We Need To Understand The Global Leadership

Unit-3 Ethics and Leadership

Meaning And Importance, Ethical Justifications Of Leader Behaviour, What Leaders Can Do Prepare themselves to Work As Ethical Leaders.

Unit-4 Leadership Styles

Different styles and models of leadership, Environment, Culture And Leadership: Implications For Today’s Leaders, Leadership Typology and theoretical assumptions

Name of The Course Leadership Training and Facilitation


Prerequisite Basic knowledge of inter personal skill and social psychology

Corequisite

Antirequisite

L T P C

4 0 0 4

Course Objectives: Studying leadership becomes not only a necessity but compulsion for growth

and development.

Course Outcomes:

CO1 This paper will be making the students learn and practice the essence of leadership in their personal and work lives

CO2 Assessing the value of key psychological approaches for understanding leadership

CO3 Understanding the principles of how behaviour relates to organisational performance

CO4 Students examine the theory and research of the contingent and dynamic process of leadership

CO5 Students refine and further develop their understanding of personal strengths, values, and growth opportunities in the context of team, group, and organizational leadership, as well as through the creation of a leadership vision and professional development plan

CO6 Understanding psychological, cognitive, and social issues in leadership that will introduce students to the basic principles of operating as an ethical leader in organizations

Text Book (s)

• The New Leader: Transforming the Art of Leadership to the Science of Success; Daniel Goleman, Richard Boyatzis & Annie McKee, Little, Brown, 2002

• Leadership: Limits and Possibilities ;Keith Grint, , Palgrave MacMillan, 2005.

Reference Book (s)

• The Power of Collective Wisdom: and the Trap of Collective Folly ,Alan Briskin, Sheryl Erickson,John Ott & Tom Callanan, , Berrett-Koehler, 2009.

• Leadership: A Critical Text, Simon Western, Sage, 2008


T



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

20 30 50 100

Name of The Course Practicum based on intelligence test and performance battery


Prerequisite Basic understanding of theories of Psychology

Corequisite

Antirequisite

L T P C

0 0 6 3

Course Objectives: Gaining applied experience of theoretical concepts

• Primary knowledge of how a research is designed.

• How the hypothesis is formulated and along with objective, data analysis, interpretation and conclusion.

• Reading out to the meaningful conclusion.

Practical File: The major outcome of this course is a document containing the description from planning, organising the issue practices related to research questions, procedure to data collection, data analysis and report to be submitted in the lab.

Course Outcomes:




psychological tests





Text Book (s)


Reference Book (s)


Unit-1

•

•

Semi projective test/

Specific Disability Test

Unit-2

• Intelligence test/ • Personality Test

Unit-3

• Clinical Case study/

• Leadership Style

Unit-4 • Content analysis

• Mini Mental status Examination



Mid Term Test (MTE)

End Term Test (ETE)

Total Marks

50 00 50 100

Name of The Course Major Graduate Thesis


Prerequisite Understanding of research work

Corequisite

Antirequisite

L T P C

0 2 0 8

Course Outcomes CO1 Validate their logic clearly and comprehensively in writing and orally

CO2 Examine literature and literature review from various publications

CO3 Develop research skills to expand their arguments from various perspective

CO4 Evaluate and formulate hypothesis for required problems and theories

CO5 Create research questions and apply relevant methods for data analysis

CO6 Apply their knowledge of academic writing in creating the thesis

Text Book (s) As prescribed by the supervisor

Reference Book (s) As prescribed by the supervisor


Internal Assessment

(IA)

Mid Term Test

(MTE)

End Term Test

(ETE)

Total Marks

50 00 50 100

Name of The Course Globalization and Culture

Course Code SLGC2001

Prerequisite None

Co requisite None

Anti requisite None

L T P C

4 0 0 4

Course Objectives: This course aims to , we will study the different ways in which we can understand the ever-changing, interactive

relationships between local and global cultural settings. We will discuss different themes, concepts and theories that address the relations

between the global and the local, to identity formation, modernity, cyber-culture, and intercultural issues


CO1 Enable students to understand the concept of Culture & Globalization

CO2 Explore the effects of globalization on culture

CO3 Examine the economic, political, social, cultural issues related to the process of globalization.

CO4 Debate on various aspects of globalization and their impact on developing countries.

CO5 Conduct a critical study on globalization in post modern era.

CO6 Demonstrate the impact of global culture on various aspects of social Life.

Text Book (s)

Nederveen Pieterse, Jan. Globalization & Culture. Lanham, Maryland: Rowman & Littlefield, 2009

Parekh, Bikhu. Rethinking Multiculturalism: Cultural Diversity and Political Theory. New York: Palgrave MacMillan,

2006.

Eriksen, Thomas Hylland. Globalization. Edition 2. The Key Concepts. New York: Berg, 2014.

Robertson, R. Globalization: Social theory and global culture. London: Sage. Publishers. 1992

Tomlinson, J. Cultural Imperialism: A Critical Introduction. London: Pinter. 1991


John Storey, ed., Cultural Theory and Popular Culture: A Reader, Fourth Edition. 2009

Jenkins, Henry. Convergence Culture: Where Old and New Media Collide, New York: New York University Press, 2006

Reference Book (s)


Orwell, George Orwell. Animal Farm: A Fairy Story. UK: Penguin UK, 1945

Friedman, Thomas L. The World Is Flat: A Brief History of the Twenty-first Century. Farrar, Straus and Giroux, 2005

Said W. Edward. Orientalism: Western Conceptions of the Orient.UK: Penguin, 197

Unit-1 15 hours

Meaning of Culture & civilization Globalization, Global cultures, Local cultures, The Integration of

Cultures like food, attires, Hollywood movies, common language, changes in family structures,

norms and values etc.

Unit-2 10 hours

The Global Village, Pop Culture, the concept of world is flat, Migration, Cyber-culture, Multi-

culture or Multiculturalism

Unit-3 10 hours

Ethno centrism, common means of communications such as social websites, Global Mono-cultural

Invasion: Myth or Reality

Unit-4 10 hours

Global values vs. Local values, and issue of common Identity, Globalization and Resistance, A

Clash of civilizations, Western Values vs. Islam, Global terrorism, Challenges

Unit-5 10 hours

Protecting Languages, Culture and Values, Reaffirmation of local Culture

A critical study of Globalization and post modernity.

Unit-6 10 hours

Impact of science, technology, media, internet on culture and ideology in developing nations.


Internal Assessment

(IA)

Mid Term Test

(MTE)

End Term Test

(ETE)

Total Marks

20 30 50 100

Programme B.A. (H) Applied Psychology

Batch 2018 – 21

Semester IV

Course Title ACADEMIC AND PROFESSIONAL WRITING

Course Code SLAP2001

Version 1.00

Credits 3

Course Description

The course helps students learn fundamental concepts of academic writing so as to improve their

skills in academic writing. The course prepares students to face the challenges of their academic

and post-academic career and become a successful writer.

Course Objectives The objective of the course is to:

1. Develop an understanding of audience and its role in writing

2. Develop an understanding of issues of clarity, correctness, style, and readability

3. Practice writing academic prose that is clear, correct, and effective

4. Develop an understanding of MLA style to write a research paper 5. Know the structure of various forms of academic writing 6. Develop an understanding of the discipline through academic writing

Course Pre-requisite

Understanding of English language

Course Outcomes


7. Recognize various problems of academic writing 8. Present a critical analysis of a problem 9. Know the logical structure and flow 10. Know the basics of MLA Style of writing research papers 11. Write various academic and research paper

12. Write a document as per need of the reader

Prescribed Topics:

Module 1: General Writing Rules: Audience (Reader-oriented writing, register, tone,

precision, clarity, grammar), Purpose/Strategy & Organization, Style & Flow (Inductive

and Deductive Methods, Problem and Solution Text)

Module 2: Punctuation, Articles, Voice, Register, Narrative

Module 3: Critical Reading and Writing, Analysis and Discussion

Module 4: Plagiarism, Avoiding Plagiarism: Quoting and Citations (MLA Style)

Module 5: Research Papers: Formats and Methods, Results, Discussion, Conclusions,

Abstracts and Acknowledgments (Peer Review Discussions and Arguments of two term papers)

Module 6: Thesis and Dissertation: Formats and Methods

*At the end of the semester the students will have to produce two term papers for evaluation

Prescribed Reading:

Academic Writing for Graduate Students - Essential Tasks and Skills. Second Edition. John M. Swales and Christine B. Feak. The U. of Michigan Press, 2004.

MLA Handbook for Writers of Research Paper 8th Edition. Modern Language

Association of America, New York, 2016.

The Elements of International English Style. Fourth Edition. Edmond H. Weiss. M. E.

Sharp Inc., New York 2005.

Pedagogy


Lectures and discussions on concepts and

issues Interactive exercises

Paper writing/term papers

peer-review/group

discussion Paper

presentations

Evaluation Scheme

Description Weight age

(Percentage)


CAT 1 * 15%

CAT 2 15%



Detailed Outlines of Course


Sessio

n

No

Modul

e

Topics

L T P J C

3 0 0 0 3

Core Reading

Additiona

l

Referenc

e

1-10 1 General Writing Rules: Audience

(Reader- oriented writing, register,

tone, precision, clarity, grammar),

Purpose/Strategy & Organization,

Style & Flow (Inductive and

Deductive Methods, Problem and

Solution Text), Punctuation, Articles, Voice

Academic Writing for

Graduate Students -

Essential Tasks and

Skills.

– John M. Swales

11-20 2 Plagiarism, Avoiding Plagiarism:

Quoting and Citations (MLA Style)

MLA Handbook for

Writers of Research

Paper 8th Edition

21-30 3 Research Papers: Formats and Methods, Results, Discussion, Conclusions, Abstracts and Acknowledgments (Peer Review Discussions and Arguments of two term papers)


Graduate Students -

Essential Tasks and

Skills.

– John M. Swales

and Christine B.

Feak

31-40 4 Thesis and Dissertation: Formats and Methods


Graduate Students -

Essential Tasks and

Skills.

– John M. Swales

and Christine B.

Feak

B.A. (H) Applied Psychology

Documents

Transcript of B.A. (H) Applied Psychology